Chemical Analysis of Manuka Honey

Chemical Analysis of Manuka Honey CHAPTER 2 LITERATURE REVIEW 2.1Â  Manuka honey Manuka honey is a monofloral honey delivered from the Manuka bush Leptospermum scoparium, has long been known as a food and beverage. Study also suggested that manuka honey has ameliorative properties in wound healing, fungal infections, ophthalmic disorders, diabetes, gastrointestinal tract disorders, skin ulcers and infectors (Medhi et al, 2008). Bees foraging and gather nectar from the manuka bush, create a outstanding and unique honey with high level of antibacterial properties, which termed as non-peroxide antibacterial (NPA) activity (Allen, Molan, Reid, 1991). These antibacterial activity are normally rate in Unique Manuka Factor, UMF. It is used to measure the capacity of the honey to destroy the harmful virus, microorganism and bacteria. The level of UMF is equivalent to the level of non-peroxide activity. These non-peroxide antibacterial activity is largely attributable to the presence of unusually high concentration of methylglyoxal(MGO) in manuka honey. Methylglyoxal(MGO) is a naturally occurring bioactive compound forming from a chemical conversion dihydroxyacetone(DHA), which found in high concentration in the nectar of manuka flowers (Adams, Manley-Harris, Molan, 2009). 2.2Â  Enzyme activity in honey 2.2.1Â  Diastase Diastase is any group of enzymes added by bees during honey production, facilitating the conversion of starch into maltose. It means any ÃŽ ±-, ÃŽ ²-, or ÃŽ ³-amylase (all of them hydrolases) that help to break down carbohydrates into simple sugars. -amylase function to catalyze the degradation of starch into a complex of the disaccharide maltose, the trisaccharide maltotriose and oligosaccharides known as dextrins, contribute to the losing of viscosity (Nikola Sakac, Milan Sak-Bosnar, 2012). On the other hand, ÃŽ ²-amylase catalyze the splitting of the second ÃŽ ±-1,4 glycosidic bond from the ends of the starch chain and formed reducing sugar maltose (Laid et al., 2008). Diastase is widely recognized as important parameter for evaluating the quality and freshness of honey, due to its high sensitivity towards heat. The changing behavior of diastase activity makes it an uncertain parameter to investigate if honey has been undergoes heating (Subramanian et al., 2007 ; Gui, Nuray Sahin ier Aziz, 2005; Fallico et al., 2004). Diastase activity is calculated as diastase number (DN) in Schade units and is defined as one diastase unit corresponds to the enzyme activity of 1 g of honey, which can hydrolyse 0.01g of starch in 1h at 40Ã ¢-Â ¦C. In bakery factory, honey was used to mix with starch containing food ingredients. It was found out that the high diastase activity in honey may contribute to a poor bread texture, therefore, the honey was mainly controlled in a low Diastase values. A major use of diastase is controlling the quality of honey. The EU(European Union) Honey Directive pointed out that a honey must meet the following standard or requirement for Schade units, before it is ready to market for human consumption,: In general more or equal to 8 schade untis (except bakers honey); Honeys with low natural enzyme content (e.g. citrus honeys) and an hydroxymethylfurfural HMF content of not more than 15 mg/kg: more or equal to 3 schade units. (M. L. Science, 2014. ; Bogdanov, S., Martin, P., 2002) 2.3Â  Diastase activity of different honey source Diastase is naturally occurring in honey, its amount depends upon floral origin and geographic area. Fresh honey samples contained diastase activity ranged from 11.2 to 45.5 DN, while for commercial samples; it ranged from 10.9 to 17.8DN only. Among fresh honeys, lowest values were found in blossom honeys(from 11.24 to 30.3DN), compound honeys they ranged from 15.9 to 40.3DN. Honeydew honeys contained the highest value of diastase enzyme (from 13.6 to 45.4DN) (L. Vorlova, A. Pridal, 2002). Fresh Honeys Diastase content, DN Blossom honey 11.24 30.30 Compound honey 15.90 40.30 Honeydew Honey 13.60- 45.40 Table 2.1 : Fresh honeys with their respective diastase content. Honey Honey type Diastase number,DN (schade units) Reference Rape honey Monofloral 23.09 Â ± 3.00 (Balkanska, R., Ignatova, M., 2013) Coriander honey Monofloral 15.02 Â ± 1.46 (Balkanska, R., Ignatova, M., 2013) Clover honey Monofloral 5.73-17.3 (Babacan, 2001). Buckwheat honey Monofloral 36.8 (Babacan, 2001). Starfruit honey Monofloral 4.00 Subramanian et al. 2007 Honeydew honey 18.0-23.2 (Kowalski et al., 2012) Forest honey Monofloral 21.8 (Kowalski et al., 2012) Aegean honey Monofloral 15.5 (Kowalski et al., 2012) Sunflower honey Monofloral 20.37 Â ± 3.82 (Elif et al., 2012) Multifloral 26.0 (Saric et al., 2008) Multifloral 38.5 Â ± 3.5 (Samborska, K., Czelejewska, M., 2012) Table 2.2 : Diastase number of different type of honeys 2.4Â  Thermal treatment on honey Honey are highly concentrated solution of glucose and sucrose converted from the sucrose in nectar by invertase. A freshly extracted honey is liquid in form. However, long storage time of honey may reduced its quality by crystallization. Losing of homogeneity, changing of its appearance to waxy and opaque, and a two phases solution of crystalline and liquid can be found coexistence together in honey indicated that a honey was crystallized (Kowalski et al., 2012). Crystallization of honey may created difficulty to us in handling and pouring. In the worst case, when water activity is higher than its original value, part of the water release from solid phase and increase the moisture level in liquid phase. This may greatly enable the development of the present microbial floral (Tosi et al., 2008). Moreover, fermentation can be happen and produce acetic acid as a result of osmophilic flora action on glucose and fructose, releasing gaseous of carbon dioxide, formation of foam, and ethanol, which, aiding with the present oxygen (Tosi et al., 2008). Honey processing is provided to prolong the storage time of honey in liquid phase, including liquefaction, filtering, heating under specific range of temperature, bottling, cooling and storage. Among this, thermal treatment is the important step to keep the honey in liquid state by reducing its viscosity, preventing recrystallization and destroying of micro-organisms which will contaminate honey (Tosi et al., 2008; Turhan et al., 2008). A temperature of 40-50oC or lesser is recommended to avoid heat damage of sensitive substances (Castro-Vasquez et al., 2008). 2.4.1Â  Transient heating stages During transient heating, all molecules whose free energy exceeds the energy barrier undergo a complete and irreversible denaturation, according to the theory of Eyring. Treated substances may undergoes rising of temperature from initial value to a desired temperature (Tosi et al., 2004). The decrease in the diastase activity related to an increase in temperature (Tosi et al., 2008). 2.4.2Â  Isothermal heating stages During isothermal heating, samples maintain at a fix temperature; for example, 60, 70, 80 and 90 Â °C, the number of activated molecules which could exceed the energetic barrier of the transition stage was low. All samples showed a decrease of the diastase activity at short heating times but increased when temperature increase. According result, temperature between 90 to 100 caused the irreversible of honey diastase (Tosi et al., 2008) 2.5Â  Effect of thermal treatment Any thermal processing of honey may contribute to product quality degeneration. Uncontrolled heating of honey may modify the essential composition of honey, destroy thermolabile honey components, influences the parameter such as enzymatic activity and hydroxymethylfurfural (HMF) content; for example, diastase activity in honey was reduced and the level of hydroxymethylfurfural (HMF) content was increased. (Biago et al., 2004). Increasing of storage time or temperature can have a significant effect on the chemical composition and oganoleptic characteristics of honeys (Castro-Vasquez et al., 2008). Heat labile compounds may destroyed after excessive heat treatment and honey flavor was changed as a result of producing volatile compound by Maillard reaction (Wootton et al., 1978). 2.6 Variation of diastase activity(diastase number) of honey after heating Diastase activity is sensitive to temperature and storage condition, so it is use as an indicator of freshness and controls during processing of the honey (Gui, 2005). When honey was added to the starch matrix, starch thinning and significant viscosity loss occurred after 4 hour. However, zero amylase activity and no change in viscosity when honey was heat to 76oC for 21 hour before adding to starch (Babacan, 2001). According to a study lead by Katarzyna and Monika (2012), they found out that fresh multifloral honey has diastase activity of 39.5DN while fresh rape honey has 17.9DN without any heating process. Upon heat treatment on 50Â °C and 70Â °C, the diastase activity of multifloral honey dropped to 10.9DN and 8.3 DN after 120min. Raising the heating temperature to 90Â °C resulted in significant decrease of DN to 6.5 after 30 minutes heating. In the case of rape honey, it has 17.9DN when it is fresh without any heating. After 120 minute of heating at 50Â °C, the diastase number has decreased to 10.9. At 70Â °C, the diastase value (5DN) after 120 minutes was lower than the standard. Raising the temperature of heat treatment to 90Â °C, the diastase number had dropped below minimun level after 15minutes (Katarzyna S., Monika C., 2012) The relative reduction of diastase activity in fresh multifloral honey was higher than that in monofloral honey. In the study carried out by Katarzyna and Monika (2012), a closer diastase activity values were recorded after 120 min of treatment at 50 and 70C in both honeys. However, the multifloral honey contained twice higher the initial diastase value than the rape honey(monofloral honey), so the relative reduction of diastase number in multifloral honey was higher. Diastase activity of multifloral honey after 120 min at 50C was 28.3% of the initial value, while for rape honey, it was 60.9% (Katarzyna S., Monika C., 2012) From the study carried out by Babacan(2001), he pointed out that amylase(diastase) has heat resistance, but amylase activity was reduced by heat treatment at 85oC. According to his result, it showed that amylase activity decreased slightly when honey heat to 63oC as compare to honey under heat treatment on 85oC. More amylase activity is losing when exposure time to heat(85oC) is increased, left with dark brown honey with burnt odor. In one study of heat treatment onto polyfloral honey, the result showed that ratio of diastase activity loss is 7.9% at 50Â °C, 15.3% at 80Â °C and 48.29% at 100Â °C after first 30 minutes heating(Anca et al., 2011) In another way, it can be said that the diastase enzyme activity contain in honey can control using heat treatment. Increasing of temperature may results in lower diastase number of honey (Babacan, 2001) On the other hand, some research are carried out to investigate the optimum temperature and storage time to have the least diminution of diastase in honey. For example, diastase activity of citrus Honey decrease after storage for 12 months especially at 40 oC. Diastase activity had decreased 2.3 units in citrus Honey samples stored at 10 oC, with respects to fresh samples. While for the citrus honey that stored at 20 oC for a year had a diminution of 4 diastase units (Castro-Vasquez et al., 2008). In addition, a honey storing at 20 Â ± 5 oC for one year had a small reduction in diastase activity for about 27% (Yilmaz H., Kufrevioglu I., 2001). According to this study, back then in year 1986, a similar study was carried out and researcher Thrasyvoulou(1986) has found out that 20 of his honey samples stored for one year at 25 oC has a 40% decrease in their diastase activity. Later in year 1992, Sancho et al. (1992) recorded a 33% decrease of diastase activity on 115 samples stored at 15-25 oC for one year (Yilmaz H., Kufrevioglu I., 2001).

Introduction Of Cultural Diversity Cultural Studies Essay

Introduction Of Cultural Diversity Cultural Studies Essay How important is it for managers today to have a good understanding of cultural diversity in the workplace? Introduction of Cultural Diversity Cultural diversity is the joint of human societies or cultures in a specific region, or in the world as a whole. (The term is also sometimes used to refer to multiculturalism within an organization. There is a general agreement among normal anthropologists that humans first emerged in Africa about two million years ago. (Smithsonian, 2008) Since then they have spread throughout the world, successfully adapting to widely differing conditions and to periodic tragic changes in local and global climate. The many separate societies that emerged around the globe differed clearly from each other, and many of these differences carry on to this day. As well as the more obvious cultural differences that exist between people, such as language, dress and traditions, there are also significant variations in the way societies organize themselves, in their shared idea of morality, and in the ways they interact with their environment. (David Crystal, 2008) Cultural Uniformity Cultural diversity is presented as the contrast of cultural uniformity. Some (including UNESCO) fear this hypothesis of a trend towards cultural uniformity. To support this argument they emphasize different aspects: The disappearance of many languages and dialects, regarding for example the languages of France, without legal status or protection (Basque, Breton, Corsican, Occitan, Catalan, Alsatian, Flemish, Poitou, Saintonge, etc.). Nervousness of people on the preservation of their traditions as in New Zealand, coastal regions in Australia, North America, Central America; Increasing cultural superiority of the United States through the distribution of its products in film, television, music, clothing and nutritional products promoted in audio-visual media, consumer products almost standardized on the planet (pizza, restaurants, fast food, etc.). (UNESCO, 2001) There are several international organizations that work towards protecting helpless societies and cultures, including Survival International and UNESCO. The UNESCO Universal Declaration on Cultural Diversity, adopted by 185 Member States in 2001, represents the first international standard-setting instrument aimed at preserving and promoting cultural diversity and intercultural dialogue. (UNESCO, 2001) The European Commission-funded Network of Excellence on Sustainable Development in a Diverse World (known as SUS.DIV) builds upon the UNESCO Declaration to investigate the relationship between cultural variety and sustainable development. (SusDiv, December 2005) Cultural Diversity at workplace When our world is shrunk to the size of a village, its easy to appreciate how diverse our fellow coworkers, friends, and neighbors are. And indeed, the world is getting smaller. New technologies are bringing faraway lands straight to our desktop, companies are importing and exporting to foreign countries, and employers more than ever are hiring international staff to better serve the diverse population. Because of it is so important to understand how to interact appropriately with internationally diverse groups no matter the situation. (Kathryn, 28 May 2009) For several months, Tracy Smith from the human services division of the City of Bloomington has trained hundreds of city employees, including many engineers and transportation experts, on how to work with customers who come from different backgrounds. Besides translating important phrases like Please stay off the hot asphalt in Spanish, Russian, Somali, and Hmong, Smith also helps educate city professionals on culturally specific practices such as exacting body language cues, familial roles, and religious differences. It is about having awareness that people in different cultures do things differently, she explained. Smith also coordinates local speaking series featuring Bloomington citizens who have unique cultural experiences, such as former refugees, to share their thoughts about moving to and living in Minnesota. Obviously, its impossible to clutch complex cultural nuances in just one sitting, but to help you interact with people from other cultures; Minnesota LTAP has compiled t he following short list of helpful tips. (Kathryn, 28 May 2009) Stereotyping Its important to remember when interacting with people from different cultures not to stereotype them based on your previous experiences with their culture. People develop different sets of values, preferences, and styles of communication based on a various number of factors in their lives. Just because one person was raised in the same country as another doesnt mean theyll hold the same values. (Kathryn, 28 May 2009) Language Language and communication differences are undoubtedly the most difficult obstacles to overcome. To easiness communication strains with non- English speakers, try to avoid jargony words, speak slowly, and be patient. Remember, the English language is infamous for its grammatical and pronunciation complexities, and even native English speakers sometimes slip over correct spelling and word context. (Kathryn, 28 May 2009) Time Difference Most Americans judge their daily schedule on the hands of a clock, understanding productivity through the maximization of time. But other countries, especially Latin American and African nations, often see time as plentiful rather than passing. The concept of strict deadlines, therefore, can be confusing to non-Westerners. (Kathryn, 28 May 2009) Individual versus collective One of the most significant differences to consider when working with people from different cultures is the individual against collective mindset. For example, many Americans operate as individuals, gauging their successes or failures on their independent contributions to their company; this is often valued as a characteristic of independence and self-made success. Socialist cultures, on the other hand, value employees who work well in groups and have loyalty toward other employees as well as their company. This can sometimes change workplace dynamics and make it more difficult to measure accomplishment based on Western standards. Cultural diversity doesnt just require differences in dress and language. It also encompasses different ways of thinking, managing, and communicating. Diversity is a concept that counters discrimination and embraces the inclusion of people with various experiences and backgrounds such education, parental status, geographic location, language, and culture. Diversity is about learning from others, providing support and respect to those with similar and different experiences, and creating an encouraging workplace that welcomes new opinions. Whether theyre your coworkers, friends, or customers, its always important to be polite, respectful, and inviting to others. And if you find yourself hesitant around unfamiliar cultural behavior, remember Smiths number one rule. Just ask the person. (Kathryn, 28 May 2009) Importance of cultural Diversity at workplace A more reasonable and suitable ideal is one of multi-culturalism (cultural diversity). Multi-culturalism is based on the idea that cultural identities should not be discarded or ignored, but instead, should be maintained and valued. The importance of cultural diversity in the workplace has been, for the most part, accepted in American business. This is illustrated by the increased presence of women and minorities in the business world. Diversity has gone from being a moral and /or legal issue into a business necessity. As we move further along in the 21st century, it will be necessary for business owners to struggle in a more global ground. A study by the Hudson Institute for the U.S. Department of Labor found that 85% of the new entrants into the workforce in the next decade will be women, minorities, and immigrants. If you want your business to be successful and competitive in the future, you will have to utilize these human resources and participate in these diversity trends. (Dwa yne Lynch, 2009) A more realistic and suitable ideal is one of multi-culturalism (cultural diversity). Multi-culturalism is based on the idea that cultural identities should not be discarded or ignored, but instead, should be maintained and valued. The importance of cultural diversity in the workplace has been, for the most part, accepted in American business. This is illustrated by the increased presence of women and minorities in the business world. Diversity has gone from being a moral and /or legal issue into a business requirement. As we move further along in the 21st century, it will be necessary for business owners to compete in a more global arena. A study by the Hudson Institute for the U.S. Department of Labor found that 85% of the new entrants into the workforce in the next decade will be women, minorities, and immigrants. If you want your business to be successful and aggressive in the future, you will have to utilize these human resources and participate in these diversity trends. Dwayne Lynch (2009) Cultural Diversity matters to every single one of us, both professionally and personally. When a group or segment of our population is excluded or exploited, all of us are denied. For our businesses and communities to not only survive, but to thrive, each of us needs to be aware and sensitive to ALL the members of the community. Our communities are rich with human resources. When all segments are respected and utilized, it benefits everyone involved. A great many of us live on the margins of society. In this nation, our popular culture, or ideal for business success, is white, young, heterosexual, Christian, and male. In regards to cultural diversity in the workplace, you are on the margins if you are:Â   a woman have ANY ethnic background that is non-white are not a heterosexual are not a Christian are not between the ages of 21-50 If you can answer yes to any one of these criteria, you live in the margins. This means that there are obstacles, prejudices, and stereotypes about YOU as an individual. You can not automatically assume that societys view of you is clear or based only on your individual character, qualifications, or accomplishments. Unfortunately, you may be put in the situation to second guess or question ones motives in their interactions and responses to you. (Dwayne Lynch, 2009) Another fact this criteria illustrates is that more of us live IN the margins than do not. More of us DO NOT fit the societal prescription of what is normal and acceptable. While this all may be true, we all must do our best to function as productive, happy individuals. So what are we to do? We can all struggle for change. We can all be proactive in our decisions and lifestyles rather than reactive to ignorance and intolerance. When a white woman snubs an ethnic woman, for instance, she is harming herself as well. The white woman lives in the same margin as the ethnic woman, and she is only perpetuating and cementing her place there. (Dwayne Lynch, 2009) America is the most diverse nation in the world. Cultural diversity in the workplace is becoming more and more desired. Our ethnicity, religion, life experience, etc., makes each of us unique. Ideas our nation once embraced about assimilation are now inappropriate and outdated. For someone who lives on the margins to assimilate into a single idea of acceptance to fit into society is a gross violation of their individual identity and rights. This means that we all need to learn to accept what is different from us and respect it. (Dwayne Lynch, 2009) Managing Cultural Diversity at workplace The management of cultural diversity in the workplace can be considered a response to the need to recognize, respect and capitalize on the different backgrounds in our society in terms of race, ethnicity, and gender. Different cultural groups have different values, styles, and personalities, each of which may have a important effect on the way they do business. Rather than punishing or roasting these different management styles because they do not conform to the traditional white (male) management methods, employers should recognize these differences as benefits. Not only can diverse management styles achieve the same results as traditional methods, but cultural diversity in the workplace can also help improve the companys competitive position in the marketplace. Diversity, or sensitivity, training is now common place in the corporate world. However, small businesses need to be aware of these issues as well. As a small business owner, your awareness and respect of cultural diversity in the workplace truly matters to your employees and your client base. You must create a balance of respect and understanding in the workplace to have happy and optimally productive workers. In addition, it is important that you AND your employees are aware of the importance of respecting diversity when dealing with your clients, when you work effectively with your community, both you and the community benefit. (David Crystal, 2008) Conclusion Cultural diversity is very important at workplace these days. As a manger, you have to understand the cultural diversity in every phase within organization. You have to monitor and control the diversity for the company because everyone has equal rights to work at workplace. So being a good manager, understand and manager the cultural diversity at workplace.

Outcome Based Education Essay -- Conventional Education

Outcome-Based Education is a basic distinct from conventional education and involved the full support of all components of the school society, include educators, stakeholders who do not distribute a general understanding of its meaning. It is truly the result of linkages together and refining many of the educational models that had come before. With OBE, students focus on what is to be learned, by knowing in advance the outcomes. They are encouraged to develop conceptual understanding, to develop skill wise and to develop values and positive attitudes contrary to the previous curriculum that emphasized factual recall that resulted into rote learning of unconnected â€Å"facts†. Therefore, in this paper, I would have to express the following important points: Definition, form of OBE, OBE in several countries, and its’ Model. There are many explanations that have been explained by the experts about the definition of Outcomes-Based Education. They have a different point of view about it, even the objectives were similar. The expression below, explained the definition of it: 1. O’Neil (1993) said that Outcome-Based Education calls for determining the skills, knowledge, and habits of mind that students should be able to demonstrate in order to prepare for life after graduation. Moreover, O’Neil (1994) divide OBE in to two levels, namely in the one level, OBE states that decisions about curriculum and instruction should be driven by the outcome children should display at the end of their educational experience. And the next level, policy makers increasingly talk about creating an outcome-driven education system that would redefine traditional approaches to accountability. 2. Zlato (1993) defines OBE as a philosophy that all children... ...lls or competence are very important for the student’s be made. 3. Transformational, in this term the outcome of education will be drive from the academic real to the authentic life and students shall get an experience when they graduate. Spady and Marshall (1992) explained in contrast to the current educational system and traditional OBE by incorporates all four principle into its design, namely: (1) Clear focus on significant outcomes, all facets of the program are aligned to achieve the exit outcome; (2) Design-down Process from Outcomes, ensure that the goals are the primary focus; (3) Emphasis is success for All, which mean that all student are to accomplish high performance levels over time and are given credit for them; and (4) Extended time and support, all students are assured additional time and help so they can be successful in demonstrating outcomes. Outcome Based Education Essay -- Conventional Education Outcome-Based Education is a basic distinct from conventional education and involved the full support of all components of the school society, include educators, stakeholders who do not distribute a general understanding of its meaning. It is truly the result of linkages together and refining many of the educational models that had come before. With OBE, students focus on what is to be learned, by knowing in advance the outcomes. They are encouraged to develop conceptual understanding, to develop skill wise and to develop values and positive attitudes contrary to the previous curriculum that emphasized factual recall that resulted into rote learning of unconnected â€Å"facts†. Therefore, in this paper, I would have to express the following important points: Definition, form of OBE, OBE in several countries, and its’ Model. There are many explanations that have been explained by the experts about the definition of Outcomes-Based Education. They have a different point of view about it, even the objectives were similar. The expression below, explained the definition of it: 1. O’Neil (1993) said that Outcome-Based Education calls for determining the skills, knowledge, and habits of mind that students should be able to demonstrate in order to prepare for life after graduation. Moreover, O’Neil (1994) divide OBE in to two levels, namely in the one level, OBE states that decisions about curriculum and instruction should be driven by the outcome children should display at the end of their educational experience. And the next level, policy makers increasingly talk about creating an outcome-driven education system that would redefine traditional approaches to accountability. 2. Zlato (1993) defines OBE as a philosophy that all children... ...lls or competence are very important for the student’s be made. 3. Transformational, in this term the outcome of education will be drive from the academic real to the authentic life and students shall get an experience when they graduate. Spady and Marshall (1992) explained in contrast to the current educational system and traditional OBE by incorporates all four principle into its design, namely: (1) Clear focus on significant outcomes, all facets of the program are aligned to achieve the exit outcome; (2) Design-down Process from Outcomes, ensure that the goals are the primary focus; (3) Emphasis is success for All, which mean that all student are to accomplish high performance levels over time and are given credit for them; and (4) Extended time and support, all students are assured additional time and help so they can be successful in demonstrating outcomes.

John Cabell Breckinridge :: essays research papers

John Cabell Breckinridge One day I was walking around the grounds at the capitol building in Frankfort. There sitting alone in the First Lady’s rose garden on a bench was a solemn looking fellow. He looked very distressed and confused. So, I inquired if he was feeling well or needed something. He replied that he had just discovered everyone he had ever loved was gone and for some odd reason he was all that was left. I wasn’t sure what he meant by that so I sat down beside him. He was dressed quit dapper in a dark suit with an upturned collar and some sort of fanciful scarf wrapped around his neck very tightly like a tie. I also noticed his shoes appeared to fit either foot and he had a bright gold watch chain. I thought all this was very odd, and assumed he may have been a reenacter at the capitol building. I began to inquire about his behavior the following is the account of this bizarre conversation. I started by introducing myself, he said his name was Gen. John Breckinridge and he was in search of Gov. Leslie. I thought this was odd because Leslie was governor in the late 1800†s (1871-75). At first I told him Paul Patton was the governor this seemed to confuse him greatly. He asked me where I procured my clothing, I told him in Carrollton. He then asked if I knew Gen. Butler. I replied that I had only known his name and who he was and that I had never met him. As he began to tell me about Butler, his own life and some of the places he had been, I could do nothing but sit and listen in awe. He told me that he was born Jan., 21st 1821 and during his younger years he had studied law at several colleges. These included Transylvania University were he earned his Associates in Arts degree, then continued studying law at Centre College and graduated from Princeton University in 1839. He had gone to Iowa to practice law with a partner Thomas Bullock who was also from the Lexington area. I asked why he went so far to practice, his answer was that this was about as far west you could go and still be â€Å"civilized†. Also he speculated in land and owned several plots in this northwestern state. John Cabell Breckinridge :: essays research papers John Cabell Breckinridge One day I was walking around the grounds at the capitol building in Frankfort. There sitting alone in the First Lady’s rose garden on a bench was a solemn looking fellow. He looked very distressed and confused. So, I inquired if he was feeling well or needed something. He replied that he had just discovered everyone he had ever loved was gone and for some odd reason he was all that was left. I wasn’t sure what he meant by that so I sat down beside him. He was dressed quit dapper in a dark suit with an upturned collar and some sort of fanciful scarf wrapped around his neck very tightly like a tie. I also noticed his shoes appeared to fit either foot and he had a bright gold watch chain. I thought all this was very odd, and assumed he may have been a reenacter at the capitol building. I began to inquire about his behavior the following is the account of this bizarre conversation. I started by introducing myself, he said his name was Gen. John Breckinridge and he was in search of Gov. Leslie. I thought this was odd because Leslie was governor in the late 1800†s (1871-75). At first I told him Paul Patton was the governor this seemed to confuse him greatly. He asked me where I procured my clothing, I told him in Carrollton. He then asked if I knew Gen. Butler. I replied that I had only known his name and who he was and that I had never met him. As he began to tell me about Butler, his own life and some of the places he had been, I could do nothing but sit and listen in awe. He told me that he was born Jan., 21st 1821 and during his younger years he had studied law at several colleges. These included Transylvania University were he earned his Associates in Arts degree, then continued studying law at Centre College and graduated from Princeton University in 1839. He had gone to Iowa to practice law with a partner Thomas Bullock who was also from the Lexington area. I asked why he went so far to practice, his answer was that this was about as far west you could go and still be â€Å"civilized†. Also he speculated in land and owned several plots in this northwestern state.

Phil Alden Robinsons Field of Dreams :: Film Movies Field Dreams Essays

Phil Alden Robinson's Field of Dreams Was Ray Kinsella a triumphant hero who dared to live his dreams, or merely an insane lunatic who blindly followed voices that could only be heard within the confines of his mind? Although either of these theories could be argued successfully, the idea that this intrepid man was indeed a hero is supported by a list of characteristics that generally indicate a classical hero. In the movie, Field of Dreams, Ray Kinsella was introduced to the viewers as an ordinary man, living an ordinary life, in an ordinary town. Conversely, he was given the extraordinary supernatural ability to revive a number of celebrities from both the world of baseball and literature who had been dead for many years. Kinsella related to common people, but possessed powers that are not only uncommon, but ultimately inhuman. Although not a fool, Ray Kinsella was also not invincible. For example, he was forced to deal with defeat and hopelessness throughout his travels. Once, he misunderstood a message given to him and journeyed to a place that he was not called to go to. But, being the bright and resourceful person he was, he was not discouraged and continued to persevere. Ray Kinsella was called upon by forces left unknown to the viewers and himself to go on both a physical journey as well as a journey of the heart. After hearing voices proclaiming, "If you build it, they will come," Ray risked the economic and emotional stability of the family he loved dearly to build a baseball field. At first, Ray Kinsella was highly skeptical, but eventually he realized the significance of his obscure calling. Upon the completion of the baseball field, "Shoeless Joe Jackson", the baseball player who had been his father’s hero before he passed away, suddenly appeared in the field to talk with Ray and to play baseball. As the plot progressed, Ray continued to receive messages. After each new message, Ray was called upon to further his journey. This journey involved traveling to various cities around the United States, as well as facing issues within himself that he has successfully hidden from for years. The reason for his journey, and the path to follow were never clearly manifested to Ray Kinsella.

A Woman’s Place Is In The House Essay

A woman’s place is in the house The place of woman was considered to be in the house almost since the beginning of time. Back then, women used to be the only ones responsible for the household and for the bringing up of their children. They lacked of sufficient education, as most of them never finished school and only a minority went to the university. And even if they did acquire a higher education, they scarcely had the same opportunities as men because they were considered inferior. Therefore, they were usually forced to bow their heads and accept the situation the way it was because they didn’t know how to defend themselves and clarify the truth. All this took place up to 1880,when women started to rebel and to demand the equality of rights between men and women. They began fighting for their right to vote, to have the same educational opportunities as men and to be judged by their knowledge and their education and not by their sex. It took them years to accomplish their goals but they finally made it. The emancipation of woman was and still is a fact. However, there still exists a considerable amount of people that believes that a woman’s place is exclusively in the house. This, assuming that the woman is a mother and therefore responsible before the members of her family. But are all women going to marry or be relegated to a life of inaction during their youth or while they remain single? Certainly not. Moreover, a schooled and scientific woman can understand her duties a lot better and is capable of completing them. A mother should know science in order to inspire her children in great deeds and noble sentiments, making them feel superior to the other objects in the universe, teaching them from the cradle to become familiar with the great scenes of nature. And nothing more ideal and sublime than the scientific mother, who goes to spend an evening at the astronomical observatory with her children by the hand to show them Jupiter, Venus, preparing in that way their tender hearts for the most legitimate aspirations that could occupy men’s minds. In addition, a working woman provides financial aid and consequently a larger amount of money can be spent in order to satisfy less essential needs, which will please the members of her family. But there are times when scientific women become indifferent and are not capable of giving tenderness because they are too preoccupied with themselves and become demanding, despotic and vain and do not know how to make a happy home. For them, there are no responsibilities to carry out, only whims to satisfy. Thus, women should find the golden section between the responsibilities before their family and their job in order to be happy and please their family at the same time. Besides, there’s enough time and competence for cooking and mending and a great soul such as that of women, equal to their mates, born to embrace all the beauty that exists in creation of divine origin and end, should not be wasted all on seeing if the plates are clean and the rocking cradle.

Julius Caesar Group Project

Julius Caesar Group Project: Analyzing Diction on Marc Antony’s Speech 1. Overall I would classify Marc Antony’s speech as largely monosyllabic as a whole in length. This took a much longer time to decide than it did of Brutus’ speech, this could be that Antony is a smarter and nobler person or that it’s just how Julius Caesar constructed the speech to persuade the crowd. One of the lines that demonstrate a great use of one syllable would be â€Å"My heart is in the coffin there with Caesar and I must pause ‘till it come back to me† (Shakespeare, Lines 108-109).This is just one of the many lines that uses a lot of one syllable words but in the end the speech was mainly one syllable in length. 2. Antony’s speech uses a very well use of both techniques of persuading and informing. I felt that there was more use of persuading in his speech than informing but that’s only because they love Antony at the end of the speech. An example o f informing from Antony is, â€Å"I come to bury Caesar not praise him† (Shakespeare, Line 2) Here he is just telling the audience and conspirators that he is just trying to give a simple Funeral.Antony is clever with his words by bluntly saying things and letting the audience’s mind go off and feel that things are correct. It’s not just the Audience that persuades themselves he says, â€Å"Did this in Caesar seem ambitious? † (Shakespeare, Line 92). Giving examples and then asking questions to play with their minds was a very successful tactic of Antony’s. 3. I felt that Antony’s diction was very formal in his speech; unlike Brutus the crowd does not respond in his speech.Antony uses advance word choice, which makes him look more intelligent to the not so intelligent clump of Romans. An excellent example of his formal diction would be, â€Å" So let it be with Caesar. The Noble Brutus hath told you Caesar was ambitious: if it were so, it w as a grievous fault, and grievously hath Caesar answer’d it† (Shakespeare, lines 79-82) the words such as grievous and ambitious show formal diction. Diction like Antony’s override’s Brutus’ speech with repititon which makes their mind believe that â€Å"WOW!This really is impressive and he’s right! † although he does fall short with not letting the audience get in some action of their own opinion. 4. Antony is very wise and really gets people in his speech in Act 3 Scene 2 by using denotative examples and not â€Å"what if† and â€Å"in general† meanings. He not only gives specific examples on how things should be but also on how things shouldn’t be which is genius like of Antony to portray pros and cons. Lines 90 and 91 re perfect examples of specifics he tells us, â€Å"He hath brought many captives home to Tome whose ransoms did the general coffers fill†¦. † (Shakespeare, Line 90-91) Antony uses end less examples but this one stuck out to me most. 5. Going back to specifics, my feelings have not changed, Antony is lousy with specifics that make his speech concrete. Another one of his detailed specific would be from line 93 where he states, â€Å" When the poor have cried, Caesar hath wept:† (Shakespeare, Line 93).Not only is this fact dead one but also it involves pathos and makes Caesar look even better! 6. One of Antony’s tactics also for his great speech was the euphonious tone/ word choice he used. Typically when you use a nice/pleasant tone with people, they will give you what you want. One of the more highlighting parts of the euphonious words was in line 89 where he declares, â€Å"And Brutus is an honourable man. †. Even though Antony disagreed very highly of Brutus and the conspirators he still followed the rule Brutus gave him and used very appreciative words with the crowd. . According to Marc Antony’s diction I do feel that he does achiev e his overall purpose for the crowd to like him, honor Caesar, and strongly hate Brutus and the conspirators. He succeeds this overall purpose by being clever and tricky with his words by speaking against Brutus he falls short by not using as much emotion. The greater part of his speech was most definitely greater than any other part of his speech.