On Eating Roadkill, the Most Ethical Meat Essay Example | Topics and Well Written Essays - 500 words

On Eating Roadkill, the Most Ethical Meat - Essay Example Some researchers argue that factory-farmed meat has various effects on the environment. Therefore, road kill meat should be made permissible for as much as it is less harmful to the environment. Also, according to (Buhler 1) most roadkill meat goes to waste since people do not consume it. By making it acceptable to eat road kill meat, the waste would be reduced, and less harm would be done to other animals. Game meat is also the healthiest among other meat and eating it would save lots of cash in many families.If the road kill meat is not fresh and healthy, it can lead to various complications. One, it can lead to foodborne illnesses. For instance, a deer killed by the roadside might offer risks of infections like Toxoplasmosis gondii, chronic wasting disease, and other deer specific infections. Moreover, other roads kill meat like raccoon and squirrel might be carrying diseases related to their species. Another risk that might be experienced if people are allowed to eat road kill me at is bacterial contamination. Bacterial contamination occurs due to vehicular collision and considering that most ruminants have E. coli 0157, a chance for torn intestines and ruptured bladder leading to a gut spillage would be a concern.If eating road kills meat would be made obligatory and socially acceptable, the following guidelines should be taken into consideration. First, if a person happens to run over an animal, he or she should report to the game authorities before handling it.

Cross-Cultural Differences Essay Example for Free

Cross-Cultural Differences Essay A central core in any cultural are its values. Values are independent standards where it is determined the differences of right and wrong, good and bad objectives. There are usually some shared values among all cultures; the contrast is the account of different perceptions between different cultures. Asian values have shown to be inter-related in that they view the individual belonging to a larger group or extended family with an expected well being of the group as a whole. To contrast this against American values of the self is that there is a personal expected importance of well being on the individual, emphasizing independence and self-initiative. Education seems to share a common aspect but there are some differential ideals between American and Asian values. Within the Asian culture their family core interactions being the fuel to move them through their individual life practices uses parenting as a fundamental aspect in pushing their children to work harder in their education; even overachieve. However, Americans might consider Asian parents to be overly dominating; there is an in-turn on exceptive goal that parent support their children as they can. Americans do see education as a key to social mobility and economic opportunity. Asians use education as a movement though family structures more profitable than the use of societal roles. Asian values can also be seen with strong dictation for their consideration of others; with benevolence and obligation that must be present to enforce relationships. Asian societies have a history to be hierarchical, in contrast to the American culture where there is a form of equality to an extent between teacher and student, peer to peer, and family members among themselves. The hierarchical relationships in Asian culture involve a lot of obligation that could be seen as domination with the expectation of responsibility and benevolence in return. Example being children in Asian culture obligated to follow guidelines set by their parents in a strict fashion at the expense of their own independence yet their parents with the returning expectation to raise support and educate them far in excess of what might be sought by American family standards. Reference: Asian-American educational achievements: A phenomenon in search of an explanation. Sue, Stanley; Okazaki, Sumie American Psychologist, Vol 45(8), Aug 1990, 913-920. doi: 10.1037/0003-066X.45.8.913 Fuligni, A. J., Tseng, V. and Lam, M. (1999), Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds. Child Development.

The Deposition From the Cross : Art Analysis

The Deposition From the Cross : Art Analysis The Deposition from the Cross The Deposition from the Cross is a Jacopo Pontormos oil on wood painting which placed at the Capponi Chapel altar in the Santa Felicitac church in Florence. The Deposition is one of the classical prospects that portray the life of Jesus in the medieval art. And as a result of the convolutions of the composition, it is one in which Renaissance artists had a constant curiosity to draw such as Raphael and Caravaggio and more others. So one of my big interests of this painting is the story lay behind the deposition from the cross itself and why it became an important subject for Pontormo and the others. Moreover the disposition figures, with it are piercingly replicated appearances, vivid and ruthless colors are merged in a bleak and firmed space which opens a big issue for me of the description of this painting. In this report I will also focus on the differences of the faces of the grieving throngs and the figure of Madonna. Also, I will talk about the myth that attached with this pain ting that Pontormo had a drawn a self-portrait in the painting as Joseph of Arimathea. The Deposition from the Cross is the surviving masterpiece painting done by Jacopo Pontorm and done around 1525-1528, It is an oil in wood and the size of the painting is 313 X 192 cm and the location of this painting is in Capponi Chapel in Santa Felicita di Firenze church in Florence [1]. This painting shows a landscape at night with about 11 figures. The figures make a replicated sharp form that make most of them look the same. The most capturing figure is a man that is hold up by 2 other figure. The man that holds up is half nude with only a small piece of olive color cloth covering his privies. The mans hair is little long and orange and with also an orange bear. One of the two figures that holding the nude man is man whos holding the legs. The man has a strange pinky colored back skin that it looks like a sun burn but not for sure. Another figure which is hard to distinguish if is it is a man or a woman whos holding the upper part of the nude man. Although the two figures are carrying the mass of a mature man, they hardly appear to touch the land under them. The other figures look almost the same and the spaces between them are really small. All the figures rest 9 figures are appear to be women and all of them are almost wearing the same style of cloth except the bearded figure at the far right in the background of the picture. These figures seem to be a little different from the rest 10 figures since it looks out of the picture and look as if it added later to the painting. The landscape of the painting is very limited with only one shade cloud and a dark ground with a wrinkled olive colored sheet. The figurs looks like if they mournering some one. The Deposition from the Cross, is considered by many art historian to be Pontormos existing masterpiece. The Deposition generates a scene of whirlling group who moving with a sensitively emotional feeling while the Jesuss body is carryed down from the cross and presented to his mother Mary. Even though that normally The Deposition from the Cross is desciping Juses been lowered down from the cross but the unpresent of the actual cross in the painting, make many historian to matter the subject of this picture and concider it as doubtful type of paint. Also the two boys that holding juses have infered in the past as two Angles whose helping the Christ in his crossing to Heaven. So the presnt of the two angle and the lack of the cross create an presumption for some historian to consider the scene to be more accurately be called a Lamentation which decribe those who are supporting the Christ who appear as distressed as the mourners. However the lack of any visible tomb interrupts that pre sumption, just as the lack of cross creates a dilemma for the Deposition analysis. It has also been distinguished by art historian that the locations of Virgin and her child the Christ appear to replicate Michelangelos famous work the Pietà  , although in phontormo piece in the Deposition shows the mother and son have been split.Therefore this painting cosider to be really contovershial since it carries an essentials of a Lamentation and Entombment and also the Pietà  [1]. On the other side Legend has it that Pontormo had set himself in self-portrait as Joseph of Arimathea at the upper right of the image The figure does not appear in a elementary drawing of the altarpiece realized for relocate, suggesting that Pontormo may have decided to squeeze it during the finishing of the painting. Unlike of the other, much freer and more summary beginning sketches he made for the altarpieces, this drawing is highly finished, with a subtle rendreing of the highlights of the face demonstrating that Pontormo was thinking about its tonallity for the painting. His focus here on internal emotion suggested through facial expression contrasts with the much more lively vision of himself that he made during his rest at Galluzo [3]. The figures, with their sharply modeled forms and brilliant colors are united in an enormously complex, swirling ovular composition, housed by a shallow, somewhat flattened space. The Deposition from the Cross, or Descent, is the scene, as depicted in art, from the Gospel account of Joseph of Arimathea and Nicodemus taking Christ down from the cross after his crucifixion (John 19:38-42). In Byzantine art the topic became popular in the 9th century, and in the West from the 10th century. The Descent from the Cross is the 13th Station of the Cross. Other figures not mentioned in the Gospels who are often included in depictions of this subject include St. John the Evangelist, who is sometimes depicted supporting a fainting Mary (as in the work below by Van der Weyden), and Mary Magdalene. The Gospels mention an undefined number of women as watching the crucifixion, including the Three Marys, (Mary Salome being mentioned in Mark (Mark 15:40), and also that the Virgin Mary and Mary Magdalene saw the burial (Mark 15:47). These and further women and unnamed male helpers are often shown. The scene was usually included in medieval cycles of the Life or the Passion of C hrist, between the Crucifixion and the Entombment of Christ. Even in early depictions the details and posing of the composition, and especially the position of Christs body, are varied. The Pieta or Lamentation, showing the body of Christ held by Mary, may intervene between these two, and is common as an individual image, especially in sculpture. The Bearing of the body, showing Christs body being carried to his tomb, and the Anointing of Christs body, showing the body laid flat on the top of the tomb or a similarly-shaped anointing-stone are other scenes that may be shown. This last is especially important in Orthodox art, where it is shown on the Epitaphios. With the Renaissance the subject became popular for altarpieces, partly because of the challenges of the composition, and the suitability of its vertical shape. The Mannerist version of Rosso Fiorentino is usually regarded as his most important work, and Pontormos altarpiece is perhaps his most ambitious work. The subject was painted several times by both Rubens and Rembrandt, who repeated one of his paintings (now Munich) in a large print, his only one to be mainly engraved, as well as making two other etchings of the subject. Pontormo’s in his composition used the mannerist style to show the characteristics of the figure.

Gwendolyn Brooks Essay -- essays research papers

Gwendolyn Brooks- A Critical Analysis of Her Work   Ã‚  Ã‚  Ã‚  Ã‚  Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the idiom is local, the message is universal. Brooks uses ordinary speech, only words that will strengthen, and richness of sound to create effective poetry.   Ã‚  Ã‚  Ã‚  Ã‚  The poem The Bean Eaters (see the included poems) is a fine example of all three of these key elements. First and foremost is the use of ordinary speech. For instance the lines They eat beans mostly, this old yellow pair / Dinner is a casual affair. Each of these words are easily understandable. Though plain speech, each word is used more differently and more intensely than in ordinary discourse. Old yellow pair resounds with more meaning than old couple. â€Å"Yellow† implies faded or old; â€Å"Pair† is more compassionate than â€Å"couple†, suggesting more of a connection than just a matchup. Though easily readable, the first line sets a tone of tenderness. Dinner is a casual affair is also a unique statement. Though five plain words, each is used effectively to create an irony which is maintained for the rest of the stanza. â€Å"Dinner† and â€Å"affair† imply more formal situations, but yet are described as â€Å"casual.â €  This vague irony is further developed in the next two lines, Plain chipware on a plain and creaking wood, / Tin flatware. Chipware is Brooks’s own term, which originates from flatware. â€Å"Dinnerware† implies wealth and elegance, while chipware implies aged dishes used by the poor. Yet, chipware also calls up the dignity of dinnerware. The â€Å"plain and creaking wood† or table reinforces a sense of poverty. Consistent with the preceding images, â€Å"Tin flatware† implies cheapness because of tin, but also refinement from â€Å"flatware.† Each word is used to add or ... ...eal Cool† are crisp words that impart the almost punchy style of the seven characters’ speech. This use of sound is again seen in the lines â€Å"Your sky may burn with light, / While mine, at the same moment, / Spreads beautiful to darkness.† The description of the sky burning with light personifies the blazing of the sun; and the spreading of the darkness creates an even more powerful mental image. A careful inspection of each of these poems also reveals that no words are used that do not contribute to the meaning of the poem. â€Å"We Real Cool† acquires a powerful meaning through the employment of only thirty-two words. â€Å"Corners on the curving sky also is quite brief, but still very powerful, and it only contains fourteen lines.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to not that the direction of Brooks’s literary career shifted dramatically in the late 1960’s. While attending a black writers’ conference she was struck by the passion of the young poets. Before this happened, she had regarded herself as essentially a universalist, who happened to be black. After the conference, she shifted from writing about her poems about black people and life to writing for the black population. Gwendolyn Brooks Essay -- essays research papers Gwendolyn Brooks- A Critical Analysis of Her Work   Ã‚  Ã‚  Ã‚  Ã‚  Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the idiom is local, the message is universal. Brooks uses ordinary speech, only words that will strengthen, and richness of sound to create effective poetry.   Ã‚  Ã‚  Ã‚  Ã‚  The poem The Bean Eaters (see the included poems) is a fine example of all three of these key elements. First and foremost is the use of ordinary speech. For instance the lines They eat beans mostly, this old yellow pair / Dinner is a casual affair. Each of these words are easily understandable. Though plain speech, each word is used more differently and more intensely than in ordinary discourse. Old yellow pair resounds with more meaning than old couple. â€Å"Yellow† implies faded or old; â€Å"Pair† is more compassionate than â€Å"couple†, suggesting more of a connection than just a matchup. Though easily readable, the first line sets a tone of tenderness. Dinner is a casual affair is also a unique statement. Though five plain words, each is used effectively to create an irony which is maintained for the rest of the stanza. â€Å"Dinner† and â€Å"affair† imply more formal situations, but yet are described as â€Å"casual.â €  This vague irony is further developed in the next two lines, Plain chipware on a plain and creaking wood, / Tin flatware. Chipware is Brooks’s own term, which originates from flatware. â€Å"Dinnerware† implies wealth and elegance, while chipware implies aged dishes used by the poor. Yet, chipware also calls up the dignity of dinnerware. The â€Å"plain and creaking wood† or table reinforces a sense of poverty. Consistent with the preceding images, â€Å"Tin flatware† implies cheapness because of tin, but also refinement from â€Å"flatware.† Each word is used to add or ... ...eal Cool† are crisp words that impart the almost punchy style of the seven characters’ speech. This use of sound is again seen in the lines â€Å"Your sky may burn with light, / While mine, at the same moment, / Spreads beautiful to darkness.† The description of the sky burning with light personifies the blazing of the sun; and the spreading of the darkness creates an even more powerful mental image. A careful inspection of each of these poems also reveals that no words are used that do not contribute to the meaning of the poem. â€Å"We Real Cool† acquires a powerful meaning through the employment of only thirty-two words. â€Å"Corners on the curving sky also is quite brief, but still very powerful, and it only contains fourteen lines.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to not that the direction of Brooks’s literary career shifted dramatically in the late 1960’s. While attending a black writers’ conference she was struck by the passion of the young poets. Before this happened, she had regarded herself as essentially a universalist, who happened to be black. After the conference, she shifted from writing about her poems about black people and life to writing for the black population.

Functional Skills

Functional Skills Functional skills are qualifications in English, maths and ICT that  equip learners with the basic practical skills required in everyday life, education and the workplace. To ensure that Functional skills are assessable to all learners they are available at Entry Level 1 through to Level 2. Employers are crying out for workers with sound Functional Skills – they are essential skills that are genuinely in demand. With good Functional Skills your students will have the ability to draw on a bank of transferable skills to help them succeed in all areas of life.Functional skills where introduced due to the Wolf Report to replace the old key skills as a result of a gap in skills whichThe Secretary of State for Education commissioned Professor Alison Wolf of King’s College London to carry out an independent review of vocational education. She was asked to consider how vocational education for 14- to 19-year-olds can be improved  in order to  promote suc cessful progression into the labour market and into higher level education and training routes.She was also asked to provide practical recommendations to help inform future policy direction, taking into account current financial constraints. The review has been informed by over 400 pieces of evidence from the public, a number of visits to colleges, academies and training providers, and interviews and discussion sessions with key partners in the sector. Alison Wolf comments in FAQ’s in edexel. com that , â€Å"Functional Skills pass rates are lower than Key Skills pass rates.This is still true post-pilot, and on one level may be due to this being a new qualification. However, rather than having negative connotations, this proves that standards are higher and a more legitimate marker of quality (cross-reference Key Skills where the pass rate is almost 100%). Functional Skills are challenging, worthwhile qualifications, denoting a marker of student excellence FAQs – Func tional Skills and the Wolf Report – Edexcelwww. edexcel. comFunctional skills ran as a three year pilot scheme from Sept 2007 and was officially rolled out nationally in Sept 2010 We use basic skills on a daily basis – while driving a car, cooking, making purchases, supporting our children in schoolwork. These daily tasks may present challenges for adult literacy learners, because they incorporate skills from a variety of academic areas – when driving you must read street signs very quickly; when cooking you use measuring tools or calculate with fractions.Yet some learners may state, â€Å"I don’t read much,† or â€Å"I never use math. † Teachers can help learners make connections between what they are learning in class and every-day functional skills by the contextualization of instruction. The 3 functional skills are MATHS Functional maths is what we use every day e. g counting money, calculating shopping bills basic money management addin g these childrens dinner money ? 2. 00 per day x 5 Days a week = ? 10, measuring area etc for carpets , wallpaper, cooking we weigh and measure ingredients.ICT Functional ict is everyday uses including online banking , paying household bills , renewing car insurance , online shopping and searching for best deals , reading e mails, texting friends ENGLISH Functional English is everyday tasks such as writing a shopping list , reading the mail reading the newspaper, reading the road signs when driving, checking shopping purchases on receipts, using e mail reading and replying. holding an everyday conversation requires speaking and listening skills. The delivery of Functional Skills should be embedded into all curriculum areas by using contextualized teaching materials, In my area of Art I can incorporate and plan functional skills in sessions by †¢ Maths , in art learners regularly use ratio to mix art materials , e. g paint and water 2-1, mixing plaster of paris 3-1 measuring dim ensions for drawing patterns e. g dividing a canvas in half or into four requires an overall measurement and then divided by 2 for half or 4 for quarters and so on. English, in art learners have to read to understand e. g study of an artist , YP read a biography of the artist and pick out relevant key points and write them down, so using sentence formation , punctuation . listening is a skill , to follow instructions in art either verbally or from a list which is used in making a clay pot , or plaster mould. †¢ ICT in art , learners use ict to find images , so using a google search , also knowing their way around a website to find relevant images or information.Usually images are printed and formatted to their specifications for tasks , so printing knowledge is used also saving work to relevant files are all everyday ict skills we use in day to day life and work How functional skills are implemented and supported in my organisation We are a small education setting with up to 30 YP at any time so I think we have a thorough pathway for YP Learners are assessed when they arrive at Aycliffe before entering education by the online goal assessment which gives a clear score on maths and English ability they are broken down into separate curriculum areas e. spelling , punctuation , number sequencing, adding , subtracting so can clearly give a good assessment for extra support regarding functional skills across the curriculum The senco then highlights areas for concern and distributes Strategy sheets to teaching staff and relevant support staff these give an indication of hints and tips useful in teaching a particular identified need in a student.Provision mapping and planning sheets are used to track continual level of need and progress, In Aycliffe secure centre we also use for identified pupils a computer programme called Successmaker which is has numeracy and literacy programmes aimed at all levels this is an excellent tool to boost the attainment in functiona l skills as learners are supervised on a 1-1 basis by teaching and support staff, and Successmaker shows a clear improvement and highlights areas for extra need.In our establishment the most level of need is in reading and we use SRA reading scheme which has 4 levels and the learners are assessed and placed in appropriate groups , we also have journal reading groups which are for competent readers which concentrate on reading own material and reviewing and understanding text. We also run an individualised Life Skills Programme , through assessment YP work through a life skills programme which offers a cross curricular array of Functional / Life skills from making a bed , budgeting and shopping for a healthy meal, booking a train ticket to accessing further education in their communities.

How to Make Deep Copies in Ruby

How to Make Deep Copies in Ruby Its often necessary to make a copy of a value in Ruby. While this may seem simple, and it is for simple objects, as soon as you have to make a copy of a data structure with multiple array or hashes on the same object, you will quickly find there are many pitfalls. Objects and References To understand whats going on, lets look at some simple code. First, the assignment operator using a POD (Plain Old Data) type in Ruby. a 1b aa 1puts b Here, the assignment operator is making a copy of the value of a and assigning it to b using the assignment operator. Any changes to a wont be reflected in b. But what about something more complex? Consider this. a [1,2]b aa 3puts b.inspect Before running the above program, try to guess what the output will be and why. This is not the same as the previous example, changes made to a are reflected in b, but why? This is because the Array object is not a POD type. The assignment operator doesnt make a copy of the value, it simply copies the reference to the Array object. The a and b variables are now references to the same Array object, any changes in either variable will be seen in the other. And now you can see why copying non-trivial objects with references to other objects can be tricky. If you simply make a copy of the object, youre just copying the references to the deeper objects, so your copy is referred to as a shallow copy. What Ruby Provides: dup and clone Ruby does provide two methods for making copies of objects, including one that can be made to do deep copies. The Object#dup method will make a shallow copy of an object. To achieve this, the dup method will call the initialize_copy method of that class. What this does exactly is dependent on the class. In some classes, such as Array, it will initialize a new array with the same members as the original array. This, however, is not a deep copy. Consider the following. a [1,2]b a.dupa 3puts b.inspecta [ [1,2] ]b a.dupa[0] 3puts b.inspect What has happened here? The Array#initialize_copy method will indeed make a copy of an Array, but that copy is itself a shallow copy. If you have any other non-POD types in your array, using dup will only be a partially deep copy. It will only be as deep as the first array, any deeper arrays, hashes or other objects will only be shallow copied. There is another method worth mentioning, clone. The clone method does the same thing as dup with one important distinction: its expected that objects will override this method with one that can do deep copies. So in practice what does this mean? It means each of your classes can define a clone method that will make a deep copy of that object. It also means you have to write a clone method for each and every class you make. A Trick: Marshalling Marshalling an object is another way of saying serializing an object. In other words, turn that object into a character stream that can be written to a file that you can unmarshal or unserialize later to get the same object. This can be exploited to get a deep copy of any object. a [ [1,2] ]b Marshal.load( Marshal.dump(a) )a[0] 3puts b.inspect What has happened here? Marshal.dump creates a dump of the nested array stored in a. This dump is a binary character string intended to be stored in a file. It houses the full contents of the array, a complete deep copy. Next, Marshal.load does the opposite. It parses this binary character array and creates a completely new Array, with completely new Array elements. But this is a trick. Its inefficient, it wont work on all objects (what happens if you try to clone a network connection in this way?) and its probably not terribly fast. However, it is the easiest way to make deep copies short of custom initialize_copy or clone methods. Also, the same thing can be done with methods like to_yaml or to_xml if you have libraries loaded to support them.