Vegetarian is healthy Research Paper Example | Topics and Well Written Essays - 1250 words

Vegetarian is healthy - Research Paper Example What are the advantages of becoming a vegetarian? What are the health risks associated with being a vegetarian? An Overview of a Vegetarian lifestyle In the world of today, the diet of vegetarians has become common all over the world, with a number of people throughout the world preferring to become vegetarians. Most people are of the argument that embracing a vegetarian diet can be regarded as essential for a healthy life. Organizations that agitate for the rights of animals discourage people from eating meat, chicken or fish. The diet of vegetarians mainly contains fruits, vegetables, as well as whole grains. Vegetarians argue that what they take can be considered as the best combination of a healthy diet. However, there are counter arguments that seem to discredit vegetarian meals, arguing that these meals are not complete. It has been argued that, despite the nutritional benefits of a vegetarian diet, the meals taken by vegetarians cannot fulfill all the body’s nutritional requirements (Maurer 1-10). Categories of Vegetarians There are various categories of vegetarians, which include semi-vegetarian, lacto-vegetarian, pesci-vegetarian, and ovo-vegetarian. A semi-vegetarian refers to a vegetarian who eats meat, but only meat from chicken and fish. A lacto-vegetarian encompasses a vegetarian who may eat dairy products; however, he or she does not eat eggs. Most of these vegetarians are found in the Hindu religion who takes dairy products, but for religious reasons avoid eggs; a pesci-vegetarian eats fish only. The category of ovo-vegetarians includes people who eat eggs but tend to avoid dairy products, as well as meat (Brown 1-144). Body Arguments for being Vegetarians There are several benefits that accrue when a person becomes a vegetarian as compared to a person who eats meat, poultry, and fish. These benefits consist of the advantages of becoming a vegetarian. One of the arguments that support a vegetarian lifestyle emanates from the fact that a v egetarian diet is rich in fiber, Vitamin C and folate. The diet of vegetarians includes nuts, grains, seeds, fruits, cereals, vegetables and beans. Components such as fruits and vegetables provide minerals and vitamins that play an essential role for enhancing a healthy body. Seeds and beans act as reliable sources of proteins. Vegetables have phytochemicals, which play an essential role in preventing a person from contracting some chronic illnesses. Moreover, green leafy vegetables can be regarded as a credible source of antioxidants. Beneficial enzymes, natural sugars, as well as trace elements, can be derived from fruits and vegetables that vegetarians eat (Brown 1-144). Another benefit that a person can derive when he, or she is a vegetarian is that they take few chemicals by engaging in a vegetarian lifestyle. Those people who take animal products eat as much as the chemicals that the animals eat. Every bite of either pork hotdog or beef contains several pesticides that cause c ancer. Beef and dairy products are also known to be the primary source of contamination that results from nuclear radiation. Animal fat contains industrial pollutants, pesticides, and sex hormones that have effects of estrogen and can cause breast cancer. Vegetarians are free from these contaminants that can accumulate in human fat and reach higher levels than food, thus causing breast cancer. Thus, a vegetarian life

Industrial Relations Negotiations and Commercial Negotiations Research Paper

Industrial Relations Negotiations and Commercial Negotiations - Research Paper Example A negotiation process cannot be successful if both parties only look after their own benefits and do not come towards a win-win situation in which both the parties benefit from the negotiation process. Negotiation, in general, is of two types that are industrial negotiation and commercial negotiation. These two types of negotiation are different from each other in terms of their focus and the parties to the negotiation. Negotiation as a process also differs in different cultures. In the course of this essay first negotiation as a concept is defined and then the process involved in negotiation are taken into account. After this part differences of the negotiation in two types of a setting are discussed. In the end, the effect of culture and other elements that are specific to countries on the negotiation process is discussed. The effect of culture on negotiation is important to note in view of the concept that when people of different cultures sit to negotiation this is the most impor tant factor that has to be taken into consideration. According to the authors, Frow, Marginson and Ogden negotiation means discussion or agreements between two parties for making an acceptable and joint decision. Sometimes in this process, legal documents and rules are involved. In this process, people settle their differences. The authors say that the interests of parties are solved by making effective negotiation. The conflict also arises in the process of negotiating any matter. Two main elements are involved in the negotiation. One is constructive compromise and another one is purposeful persuasion. The main purpose of negotiation is to make an agreement by solving debates. Various factors of the parties are taken into consideration for establishing an agreement. Effective negotiation provides several advantages to all the parties involved in the process. As per these authors by discussing and solving different issues, best possible

Examine how John Reed explains the Mexican revolution Essay

Examine how John Reed explains the Mexican revolution - Essay Example According to John Reed, the majority of the citizens were annoyed with the manner in which the state was handling the affairs of the public. Indeed, the events of the revolution shaped the social, economic and political landscape of Mexico. Hence, the paper is describing the revolution using john reed’s explanation. The Mexican revolution John Reed reports that the revolution began as struggle between the incumbent president and his challenger, Mr. Madero. According to John Reed, Mr. Madero who was challenging the presidents incited his supporters to take part in a revolution (Reed 1). Mr. Madero incited the masses because he felt that the incumbent president had bungled the elections. The rivalry amid the two leaders culminated into war that led to bloodshed. War was at the hallmark of the revolution that begun in 1910. John Reed explains that the revolution begun slowly in 1910, thereafter it escalated to uncontrollable magnitudes in the subsequent years. Lack of communicati on was contributing to the misunderstandings that lead to the escalation of the wars. During the time, the Peons took part engaged themselves in the war with the expectations that their lives will change for the better. They had been promised favors, hence their participation in the war. Moreover, a majority of Mexicans were annoyed with the dictatorial leadership of President Porfirio Diaz. According to John Reed, the fighting that took place in the North affected most of the activities in the entire country. As a result, the economic landscape of the country changed. People began engaging in activities that demanded less capital because war had incapacitated them. Moreover, John Reed states that war halted most of the activities of people of Mexico. There was a decline in farming activities since people spend most of their times on fights. Poverty levels were escalating in the entire country. However, it is perplexing when the john reed states that he is annoyed with the events of the war yet he took part in the war. In some cases, he contradicts himself by supporting and criticizing the war at the same time. From the explanations of John Reed, economic activities played a huge role in shaping the life of individuals in Mexico. For instance, issues of wealth distribution lead to the escalation of war. The poor were angered with the manner in which the wealth owners were mistreating them. Moreover, the farmers received low wages from their employers. As indicated in the works of John Reed, people engaged in wars as a means of ending slavery. Hence, slaves preferred taking part in battles instead of working in the farms (Reed 12). The deplorable conditions in the farm made them hate employment. By taking part in wars, slaves were seeking liberation. They had wanted to have a life of their own to control their lives. Interestingly, during the war, the majority preferred the rebels to occupy their territories. This is because they hated the presence of the feder al authority. Reed reported to the metropolitan magazine Mexicans engaged in agriculture as their major source of live hood. Indeed, it was true that farming was the major economic activity for the people in Mexico. Hence, people supported the revolution because they had desired to own land. In Mexico, property ownership was highly cherished by the people then. Interestingly, this applies to the current situation in Mexico whereby people strive to own properties for their own use. The Peons in Mexico were claiming that the slave owners

The irrepressible conflict chapter 7 in the imperiled union, by Essay

The irrepressible conflict chapter 7 in the imperiled union, by kenneth stampp(pages 191 to 245) - Essay Example In the social science, historical theories and concepts are criticized by current scholars in search of new knowledge. If new evidence is discovered, scholars critically analyze it in consideration to the past evidence provided. The reason for revisionism is history relies on past distant events, and very little evidence is used in postulating of theories, therefore, when more evidence is found, it call for revision of the earlier theories or critic their explanation to the past event. This essay focuses on the civil war and the views of the revisionist via a Vis Stampp disapproval of them. How and why do revisionists argue that the civil war was a needless or repressible war? The proponent of revisionism argued that the case for a civil was a moral judgment of whether slavery was right or wrong. In addition, the agitators for antislavery had questionable attitudes towards the issues of slavery as political issues. As Steven Douglas argued, slavery was an issue of the southern people , and it did not affect people in the north. Therefore, the issues of slavery were better left to the white in the south to deal with and not engage in an unnecessary war. Moreover, revisionist says that the moral indifference of slavery was not a big issue to fight over it. Men and women are created sane and would solve their differences in a sane manner and avoid unnecessary bloodshed. According to Ulrich Philips, the black people had no problem being slaves because, in their nature, they were submissive, amiable, and light-hearted, imitative, ingratiating, and they were not progressive by the fact that they were Negroes. Philips also argues that the case for the plantation system among the slave was nothing ethical but nostalgia. Therefore, slavery was not a cause for the alarm, to instigate civil war because it had nothing to excite (Stampp 191-245). Another revisionist, Frank L, Owsley says that slavery was a moral issue and was not economic determinism of civilization in the s outh. He says that the issue of slavery has been dragged in the wrong case of the causes of a civil war. Furthermore, Randall believed that the black slave in the south had adapted to bondage without much resistance, and performing their tasks cheerfully. Randall also argues that, the southern slaves were abused, and this amounted to mistreatment, but it was a lenient way of treating slave by their slave owners. Randall says that, in reality the slave’s owners were more enslaved than the black by the set out institutions (Stampp 191-245). Craven brought his assertion that the different between the West and East were much greater than that of the North and South. Craven argues that abolition of slavery hindered the understanding of the effect of slavery to the modern employee –employer relationship. According to Craven, the life American worker today is much like that of the slave. Craven note that, even during the debate of the relevancy of slavery in the south, the pa tient blacks continued with their tasks unconsciously never minding the merits of the system he was working. David Potter in his analysis of revisionism says that, the facts that slave were left to live and even to grow and expand in a new world, was better off than engaging in a war. David concedes that emancipation of four million slaves was of great value, but he says it came at a greater cost. According to David, for every

Report Coursework Example | Topics and Well Written Essays - 750 words

Report - Coursework Example In this context, poor communication resulted from unclear goals and duties that the woman had. Indeed, it seems like the woman did not have a clear understanding of her duties in the group. Lack of a job description in this context led to poor communication since the woman did not know what to do in the group presentation. Moreover, the cultural diversity in the group led to poor communication since members had their own way of interpreting things especially the visual aids used by the woman in the presentation. As such, they felt that she did not contribute much to the work done by the group. The group had poor leadership who failed to offer clear direction throughout the assignment. Indeed, the incompetent leadership in the group failed to inspire confidence on the members (Brookins 2014). As such, the woman lost confidence in her work leading to poor communication. In some cases, the leadership failed to address the queries raised by the woman leaving her in the dark over her role in the group. The woman lost interest in the assignment and only did what she thought was right and nothing more. She felt unappreciated as she lacked an opportunity to exploit her skills, knowledge, and creativity. As a result, other group members felt that she did not contribute much to the work done by the group. On the other hand, the woman and other group members had personal issues that affected their concentration and commitment to the assignment (Brookins 2014). This fostered poor communication that led to the dismissal of the woman from the group. Additionally, fear is another factor that led to poor communication in the group. After losing her confidence and interest on the assignment, the woman developed the fear of failing in the assignment. As such, her contribution to the group was below the group’s expectation and hence the dismissal. There was low momentum in the group where members were not facing

International business environment Case Study Example | Topics and Well Written Essays - 250 words

International business environment - Case Study Example These changes in the external economic environment meant that McDonald’s had to adapt to the local conditions where shortages were the order of the day, prices were controlled by the government, and inefficiency was the hallmark of the economic system and finally, challenges in procurement of raw materials for its products. Since Russia went through the stages described above, McDonald’s had to reorient its strategy to meet the challenges posed by these changes in the external environment which impacted the operations of its stores in Russia. Further, with price control and rationing of raw materials, McDonald’s had to cope with uncertainty in procurement which pushes up costs but the end user price remains the same for its finished products. Finally, working with government officials presented challenges of its own which meant that the way in which managers at McDonald’s dealt with government officials impacted its operations as well. These are some aspec ts of the external economic environment which impacted the operations of McDonald’s in

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The results of the personal survey of assessment literacy showed that general considerations scored 87/90, prior to test design scored 53/55, writing the test scored 28/30, during test administration scored 15/15, and after testing reflected 25/25. Our school is a small private school with small classroom sizes. As a result, most of our students receive specialized one on one attention and strong supervision for their academic success. Teachers believe every student can and will succeed. It is not an option to do otherwise. â€Å"Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards† (Stiggins, 2005, pg. 326). How we test students need to take into consideration the impact of the learner (Stiggins, 2008). Stiggins (2008) informed teachers to utilize assessments for students by looking at the classroom level of use, the program level of use, and the institutional accountability and policy level of use. Looking at the school survey of assessment literacy will take into account these three types of assessment uses and their importance in generating an accountability system for our school to develop a system that fosters learning for all students. My greatest area of strength in regard to assessment literacy can be found in during test administration (15/15) and after testing (25/25). These were perfect scores and illustrated that student’s needs were met when considering the testing environment as conducive to maximize student performance and monitoring the students as they take ASSESSMENT FOR LEARNING 3 the test. Directions are always clear and questions are rarely asked. Tests are accurately scored because they are reviewed twice. Assessment data is gathered for what questions students answered incorrectly and notes are made for improvement of material taught the following year. It is reviewed again after the results of the test are completed to ensure mastery before moving on to the next chapter. The main goal is always on student achievement and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for improvement and mastery. Parents are notified of any student receiving below an 86%. This is our school policy. Retests are given within a week of the original test. Tests are graded the same day and given back the next day. This enables students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, computer uses, etc. are vital ways to assess student learning through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, logical/mathematical, musical, and existential. Educators should recognize that diversity needs an on-going presence, availability, and active participation in the classroom teaching process (Spasovski, 2010). â€Å"If society wants all students to meet standards, then all students must believe they can meet those standards; they all must be confident enough to be willing to take the risk of trying† (Stiggins, 2008, p. 8). My greatest limitation in regard to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are left ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our principal will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own. None of us work with colleagues to create assessments. We have team meetings that cross teach certain areas that are being studied to enhance learning across disciplines of teaching. However, assessments are each teacher’s responsibility. The Stanford test scores analyze our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proven strategies that work within successful classrooms. According to Creighton (2001), collecting data without purpose is meaningless. Data driven decision making and instructional leadership support one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to assist students to become avid learners. Part 2: Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students’ learning. To promote student achievement, assessments are varied and reliable. Communication is accomplished with parents about performance through emails, assessments sent home requiring signatures, progress reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers seek solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to maneuver through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001). The school’s greatest area of strength in regard to assessment literacy was that data-based decisions about student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students’ needs and administrators can find solutions to helping these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement. By understanding our diverse students’ needs, teachers and administrators can see the big picture and find viable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an ESE teacher. Curriculums are modified to accommodate student’s needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004). Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. â€Å"When teachers support students by treating them with respect and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another; when taught how to be more tolerant of others, students exhibit greater tolerance† (Gollnick Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the education at our school. This is imperative if we want our students to compete in a global economy and to ensure learning and equity for all students. The school’s greatest limitation in regard to assessment literacy is that not all teachers recognize students’ emotional connection to assessment and its results. Also, the formative assessments are not used regularly to tell members precisely where to focus their improvement efforts and how to do it in a timely manner. My students complain that some teachers take a month to grade papers. Parents complain to me that other teachers do not understand their child’s special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For spelling tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he often gets it correct. He has transformed from a failing student to an â€Å"A† student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally. When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a student’s learning capabilities. A productive, multi-level assessment system is needed to ensure accuracy of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a student’s emotional connection to assessment and its results. Instead a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student. â€Å"If all students are to succeed, they must have continuous access to credible evidence of their own academic success at mastering prescribed achievement standards† (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, student’s weaknesses, and how to do better next time. This will enable students to build self-efficacy when teachers help students to see what success looks like through assessment analysis to improve test taking the next time (Stiggins, 2008). This is the reason our school offers a retest at 92% of the grade. This is what Stiggins refers to as replacing the intimidation of accountability as the primary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of several components: 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate on all aspects of instruction and assessment. 3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students’ needs. When we look at the classroom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. New Jersey: Pearson Education. Gutmann, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education: Global perspectives (pp. 77-96). San Francisco: Jossey-Bass. Spasovski, Ognen. (2010). Principles of the inclusive education and the role of teachers and in-school professional staff. The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). Changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning: Doing it right – Using it well. Portland, OR: Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning: A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Training Institute.