Cookbooks Essay Example | Topics and Well Written Essays - 2500 words

Cookbooks - Essay Example Debates abut eating in raise a range f questins that are central in understanding fd cultures. In particular, they raise questins abut the rle f fd practices in prducing, and reprducing the hme, the family, gendered identities and the relatinship between public and private spheres. The purpse f ckbks is t prvide peple with new recipes and help them t verify their diet. At the same time, printed ckbks als help t usher in a prcess f change, allwing imprved r imprvized versins f traditinal recipes t be passed n mre rapidly. Since the early develpment f such bks cincided with the emergence f 'a prfessinal elite f cks in the service f members f the upper class', the pressure t imprve and imprvize is itself increasing. The example f England and France shw that English ckery bks tend t have a dmestic, female target audience. Thus, while French ckbks tend t be aimed primarily at the prfessinal male chef, the nbility and the upper-middle classes, English bks are aimed mre at female husekeepers, and mre ften at lwer scial strata than their French cunterparts. The article "Rmanced by ckbks." Anne L Bwer depicts impact and influence f new cking culture n sciety. The authr underlines that ckery bks can perate as vehicles fr cnstructing an image f the natin, just as they are capable f negtiating certain frms f female dmesticity. Alternatively, ckbks 'invent and cdify new, verarching categries which make sense nly frm a csmplitan perspective' (ibid.). The authr, fr example, inflates a particular culinary traditin 'and makes it serve, metnymusly, fr the whle'. Increasingly, Bks n Indian cuisine als seek t impse a menu-like structure n the recipes they ffer. This helps t cdify and rganize Indian fd in a systematic manner but, in s far as 'Indian meals d nt nrmally have a significant sequential dimensin', it prvides a clear example f the cnstructed nature f 'Indian' cuisine (Swallw 19). Duruz, (1999) and Duruz (2994) state that the purpse f ckbks are t keep ld traditins and recpies. Fd practices need t be understd in relatin t the ways in which they prduce, negtiate and reprduce the nature f the relatinship between public and private spheres. Indeed, in Duruz (2994) study f cking, the authr fund that eating in was a significant act because 'the cked dinner marks the threshld between the public dmains f wrk r schl and the private sphere behind the clsed frnt dr'. 'Hme-cked' meals are seen as imbued with the warmth, intimacy and persnal tuch which are seen as markers f the private sphere and in ppsitin t fds which are the prducts f a public, industrialized and annymus system f fd prductin. It is fr this reasn that cmmercially prduced fds ften seek t add value t their fds by assciating them with 'hme', demnstrated in claims t 'hme-cked' fd in pubs and diners and 'hmestyle' ranges f ready-meals frm supermarkets (Swallw 12). The authrs underline that cking and ckbks can be seen as nstalgia fr better days. Ntins f 'a prper meal' are ften linked t nutritin. These definitins ften draw n a range f scientific discurses in which the 'gdness' f a meal is equated with whether r nt it gives us the 'prper' nutrients. Ideas abut nutritin are ften far frm bjective: what cnstitutes a nutritius meal in ne decade will nt be necessarily the same in the next as

Promote Good Practice in Handling Information Essay Example for Free

Promote Good Practice in Handling Information Essay 1. Identify legislation and codes of practice that relate to handling information in health and social care. 2. Summarise the main points of legal requirements and codes of practice for handling information in health and social care. I have found 4 legislations that support handling information in health and social care. 1.Data Protection Act 2.Freedom of Information Act 3.Care Standards 4.Human Rights Act. Article 8 states of the Human rights act states 1. Everyone has the right to respect for his private and family life, his home and his correspondence. 2. There shall be no interference by a public authority with the exercise of this right except such as is in accordance with the law and is necessary in a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others. This means that an individuals wish to protect his or her privacy must be balanced against the needs of the relevant public authority to obtain or use specified information. Outcome 2:- Be able to implement good practice in handling information. 1.Describe features of manual and electronic information storage systems that help maintain security. *Ensuraing cupboards that contain personal informatio are locked at all times. *Creating passwords on computers and locking them when inactive. *Only giving out minimal information over the telephone unless im absolutely sure that i am speaking to the next of kin or a GP. *Checking other professionals IDs on entering the building. *Ensuring each person signs in and out of the building so i know where they are are in the event of a fire. 2. Demonstrate practices that ensure seciruity when storing and accessing information. *Locking the file cupboard after use with a set of keys that only a senior members of staff and nurses have. This is good practice that ensures security. Also locking the drug trolleys through all rounds. 3. Maintain records that are up to date complete accurate and legible. *On all entries of paperwork weather it be in care plans, daily updates or food and fluid charts, it is vital that they must state a date, time and signature in black ink. All information must be clear, consice be truthful and to the point. Outcome 3 Be able to support others to handle information. *I can do this by reminding my collegues of how impotant it is to lock cupboards immediately after use which store personal records and inforamtion, each person has there own folder with theyre information in. Making sure all stickers off blister packs and medicines are destroyed before disposal is also just as important. 2. Informing new members of staff and demonstrating completion of paperwork such as food and fluid charts for example makes people aware of the importance and security for the residents. I always tell my colleagues to ask if they are unsure and i will do my best to help and if i cannot help i will find some who can help and also learn from it myself.

Reactions to Oppression in Jamaica and South Africa :: Jamaica Oppressed Culture Religion Essays

Reactions to Oppression in Jamaica and South Africa "Bob Marley said How long shall they kill our prophets While we stand aside and look Little did he know that eventually The enemy will stand aside and look While we slash and kill our own brothers Knowing that already they are the victims of the situation" Lucky Dube, Victims Lucky Dube is a reggae artist from South Africa singing in a fight against oppression in his country. Like Jamaica, South Africa has been oppressed since the days of the European colonizers. The only difference is some Africans lost their land and others were stolen from their land. In this paper, the reactions of Africans (Jamaicans included) to oppression will be surveyed through politics, religion, and music. This will be done through a comparison of these ideas between South Africa and Jamaica. Both these countries have been subjected to nearly 400 years of oppression of Europeans over Africans. The oppression of the indigenous people of South Africa began with the colonization by the Dutch through the Dutch East India Company. The cape of South Africa proved to be a perfect resting spot for ships on their course from Holland or India. (Lapping, p. 1-2) Conflict was inevitable and finally after 7 years of settlement the indigenous Khoikhoi attacked the colony. The Khoikhioi could not match the firearms of the Dutch. (Lapping, p. 3) Van Riebeek, who proceeded over the colony had now gained superiority over the indigenous people, imported slaves, and settled the freeburghers. The freeburghers were settled on large farms, which required strong laborers. This is where the slaves came in handy since the colony did not like the Khoikhoi labor. As the freeburghers and the slaves married, a population called the Cape coloreds arose. No more Dutch were sent since this was to be a refreshing post. In 1688, after an outbreak of religious persecution in France, some two hundred French H ugeuenots arrived. (Lapping, p. 3-5) As the colony grew, the farmers (Boers) began to move forward inland. The conflicts between them and the indigenous people increased. By 1702, fights began breaking out with another indigenous culture, the Xhosa. The white mans claim to the land, ‘We were here first.’ This is however not true because the Portuguese had traded with the Xhosa before the Dutch arrived. These were not the only inhabitants of the interior, there were as the Sotho, which are now present day Botswanans and the Zulu.

Perfect Companions - The Passionate Shepherd to His Love and The Nymph’

Perfect Companions - â€Å"The Passionate Shepherd to His Love† by Christopher Marlowe, and â€Å"The Nymph’s Reply to the Shepherd† by Sir Walter Raleigh There are many poems that are considered to be companion poems. Companion poems are two separate poems that are similar. Usually they are about the same experience or experiences, and are also usually written in the same form. Two of the most famous companion poems are â€Å"The Passionate Shepherd to His Love† by Christopher Marlowe, and â€Å"The Nymph’s Reply to the Shepherd† by Sir Walter Raleigh. These two poems are perfect companions. Both â€Å"The Passionate Shepherd to His Love† and â€Å"The Nymph’s Reply to the Shepherd† are written in iambic quatrameter. Both of the poems also consist of 24 lines. Another similarity in the style is that both poems a...

Love In The Time of Cholera Analysis Paper Essay

In the novel, Love in the Time of Cholera written by Gabriel Garcà ­a Mà ¡rquez, there are many symbols to represent, literally, love in the time of cholera. These symbols are flowers, birds, and rain. Mà ¡rquez uses these similar terms to describe the effects of love and cholera throughout the novel by using all of those symbols ultimately represent or foreshadow anguish and unfortunate disasters that Cholera can bring. Cholera was a contagious disease affecting most of the population in where the story takes place. Though, this book is heavily centered on the disease and love, the author is primarily focusing on literal â€Å"lovesickness†. One generally does not associate sweet and pure love with diarrhea, infections, or a painful death, which is why cholera is used to depict the lovesickness in this novel. Cholera is a disease, like falling in love (lovesickness), drives you crazy, you suffer, and you could die without ever being content with the life you’ve had so far. An example of lovesickness in the novel, is when Florentino is driven crazy by falling in love with Fermina. Instead of being a physical illness like cholera, lovesickness is a mental disease. See more: analytical writing Florentino was so crazy in love with Fermina,the only way he could deal with this love was to eat flowers. Flowers represent the anguish of love and further suffering.Though flowers represented hope and love for Florentino, it ultimately lead to disaster of suffering, just like how cholera suddenly ends a life. It was as if Fermina was the flower petals, and Florentino consumed the flower petals to consume all the affection and rejection he was receiving from Fermina. Until Fermina can be with him, the only thing that Florentino has of Fermina are those flower petals he is consuming. Florentino also suffers from physical pains of lovesickness. The flower petals he consumes make him so violently ill, that his mother thought he had cholera, which is ironic considering the parallel of the two. Florentino feels the anguish of love and the only for him to express that was to consume flower petals. This was necessary for Florentino because he was suffering so much emotional pain he almost felt dead, and physical pain was imperative for him to feel alive. Birds, like Cholera, lead to death. Mà ¡rquez uses the birds in the novel as an ironic message of love that soon leads to a disastrous end. Birds were the reason why people died, just like Cholera will make people die. In the novel, Mà ¡rquez does not include a character that actually died from Cholera. However, he does include characters that die from â€Å"love sickness† at the hands of birds. Since lovesickness serves as a parallel to Cholera, we can assume that birds also represent Cholera, which is the fate of death. The most prominent example is when Dr.Urbino tried to catch his beloved parrot and eventually fell to his death. The parrot that Dr. Urbino spent countless hours of dedication and the bird that he had paid more attention than he did to his own children, that lead ironically to his death. Another example when Olimpia Zuleta gave Florentino a carrier pigeon as a thank-you for rescuing her and her parasol. Florentino sent back the carrier pigeon with an unsigned love note, and thus the romance between the two began. The Pigeon that lead to a romance between the two soon ended when the husband discovered her infidelity and Olimpia was killed. Both Dr.Urbino and Olimpia lose their lives to love, whether it be because of a bird or for a bird. I believe that the birds also And last but not least, rain (or any type of water) finally represents a point in the book when a barrier has been overcome and there is a renewed chance for love. Rain represents the drastic change in a book, just like how Cholera can bring about a drastic change in one’s life. The first downpour of rain brings about two critical changes, which is when Dr. Urbino dies and the reappearance of Florentino in Fermina’s life. The rain not only symbolized a tragic and sad death, which is what Cholera is, the rain symbolized a new renewed hope of love between Florentino and Fermina. The rain is possibly the only â€Å"positive† symbol Mà ¡rquez uses in order to portray Cholera as a drastic change in the novel. Throughout Love in the Time of Cholera, Mà ¡rquez uses symbols such as cholera, flowers, birds and rain, to symbolize important aspects of love and to describe Cholera. Though these symbol may seem little or no significance in the beginning, a reader can clearly see and understand the importance, effect, and deeper meaning of these symbols and how they tie together to figuratively portray Cholera.-KC .

Marcus Garvey and Embracing African Heritage

Marcus Garvey and Embracing African Heritage No Marcus Garvey biography  would be complete without defining the radical views that made him a threat to the status quo. The life story of the Jamaican-born activist starts well before he came to the United States following World War I when Harlem was an exciting place for African-American culture. Poets like Langston Hughes and Countee Cullen, as well as novelists like Nella Larsen and Zora Neale Hurston, created a vibrant literature that captured the black experience. Musicians such as Duke Ellington and Billie Holiday, playing and singing in Harlem nightclubs, invented what has been called Americas classical music- jazz. In the midst of this renaissance of African-American culture in New York (known as the Harlem Renaissance), Garvey seized the attention of both white and black Americans with his powerful oratory and ideas about separatism. During the 1920s, the UNIA, the foundation of Garveys movement, became what historian Lawrence Levine has called the broadest mass movement in African-American history. Early Life Garvey was born in Jamaica in 1887, which was then part of the British West Indies. As a teenager, Garvey moved from his small coastal village to Kingston, where political speakers and preachers entranced him with their public speaking skills. He began studying oratory and practicing on his own. Entrance into Politics Garvey became a foreman for a large printing business, but a strike in 1907 during which he sided with the workers instead of management, derailed his career. The realization that politics was his true passion prompted Garvey to begin organizing and writing on behalf of workers. He traveled to Central and South America, where he spoke out on behalf of West Indian expatriate workers. The UNIA Garvey went to London in 1912 where he met a group of black intellectuals who gathered to discuss ideas like anti-colonialism and African unity. Returning to Jamaica in 1914, Garvey founded the Universal Negro Improvement Association or UNIA. Among the UNIAs goals were the founding of colleges for general and vocational education, the promotion of business ownership and the encouragement of a sense of brotherhood among the African diaspora. Garveys Trip to America Garvey encountered difficulties organizing Jamaicans; the more affluent tended to oppose his teachings as a threat to their position. In 1916, Garvey decided to travel to the United States to learn more about Americas black population. He discovered the time was ripe for the UNIA in the United States. As African-American soldiers began serving in World War I, there was widespread belief that being loyal and performing their duty for the United States would result in white Americans addressing the terrible racial inequalities that existed in the nation. In reality, African-American soldiers, after having experienced a more tolerant culture in France, returned home after the war to find racism as deeply entrenched as ever. Garveys teachings spoke to those who had been so disappointed to discover the status quo still in place after the war. Garveys Teachings Garvey established a branch of the UNIA in New York City, where he held meetings, putting into practice the oratorical style he had honed in Jamaica. He preached racial pride, for instance, encouraging parents to give their daughters black dolls to play with. He told African-Americans they had the same opportunities and potential as any other group of people in the world. Up, you mighty race, he exhorted the attendees. Garvey aimed his message at all African-Americans. To that end, he not only established the newspaper Negro World but also held parades in which he marched, wearing a lively dark suit with gold stripes and sporting a white hat with a plume. Relationship with W.E.B. Du Bois Garvey clashed with prominent African-American leaders of the day, including W.E.B. Du Bois. Among his criticisms, Du Bois denounced Garvey for meeting with Ku Klux Klan (KKK) members in Atlanta. At this meeting, Garvey told the KKK that their goals were compatible. Like the KKK, Garvey said, he rejected miscegenation and the idea of social equality. Blacks in America needed to forge their own destiny, according to Garvey. Ideas like these horrified Du Bois, who called Garvey the most dangerous enemy of the Negro Race in America and in the world in a May 1924 issue of The Crisis. Back to Africa Garvey is sometimes said to have headed a back-to-Africa movement. He did not call for a widespread exodus of blacks out of the Americas and into Africa but did see the continent as a source of heritage, culture, and pride. Garvey believed in founding a nation to serve as a central homeland, as Palestine was for Jews. In 1919, Garvey and the UNIA established the Black Star Line for the dual purposes of carrying blacks to Africa and promoting the idea of black enterprise. The Black Star Line The Black Star Line was poorly managed and fell victim to unscrupulous businessmen who sold damaged ships to the shipping line. Garvey also chose poor associates to go into business with, some of whom apparently stole money from the business. Garvey and the UNIA sold stock in the business by mail, and the inability of the company to deliver on its promises resulted in the federal government prosecuting Garvey and four others for mail fraud. Exile Though Garvey was only guilty of inexperience and bad choices, he was convicted in 1923. He spent two years in jail;  President Calvin Coolidge  ended his sentence early, but Garvey was deported in 1927. He continued to work for the UNIAs goals after his exile from the United States, but he was never able to return. The UNIA struggled on but never reached the heights it had under Garvey. Sources Levine, Lawrence W. Marcus Garvey and the Politics of Revitalization. In  The Unpredictable Past: Explorations in American Cultural History. New York: Oxford University Press, 1993. Lewis, David L.  W.E.B. Du Bois: The Fight for Equality and the American Century, 1919-1963. New York: Macmillan, 2001.

Writing and Selling Your Mystery Novel

Writing and Selling Your Mystery Novel Writing and Selling Your Mystery Novel Writing and Selling Your Mystery Novel By Maeve Maddox Some novelists like to begin with a blank page and see where their thoughts take them. This approach may be good enough to get started, but if its a mystery you want to write, sooner or later youll need a plan. Before you get too far, you may want to check out Hallie Ephrons Writing and Selling Your Mystery Novel: How to Knock em DEAD with Style. The creator of forensic psychologist, Dr. Peter Zak (Delusion, Amnesia, Addiction, and Obsessed) Ephron lays out a four-part approach to the essentials of planning, writing, and selling a mystery novel: Part I: Planning Part 2: Writing Part 3: Revising Part 4: Selling In addition, an appendix of resources includes lists of authors groups, agents, and contests. Part 1 leads the writer through the steps of setting up the premise, devising the plot, and establishing the cast of characters. Specially designed forms simplify the process of working out characters and their relationships to each other and to the crime. To Outline or Not to Outline? Ive heard writers insist they never outline their novels, but just let the characters take over. Ephron says she wishes her characters would take over, but they never do, so she outlines. An outline neednt be that kind of horror with Roman numerals and neatly-balanced sub-topics that the English teachers of my youth were so fond of. Ephrons outlines are for her eyes only. She numbers each scenearabic numerals are just fineand briefly notes the following: time of day setting characters in the scene what happens which character has the point of view Part 2 addresses such writing techniques as how to write a dramatic opening, how to introduce characters, how to dramatize scenes, and how to write suspense. Part 3 provides a practical, easy-to-follow plan for revision. This section warns the writer against beginning revision with a word tweaking approach: Its tempting to open up your document and start editing, tweaking word choices and punching up sentences. Instead, Ephron recommends these three techniques: Reread from start to finish, examining the main plot and central character. Create a scene-by-scene outline and analyze the chronology and pacing. Take multiple selective read-throughs, leapfrogging through your manuscript looking at subplots and characters. The suggestions for marketing the finished mystery in Part Four are gleaned from Ephrons personal experience as the author of the Dr. Zak mysteries. She tells how to target agents and how to put together a query packet. She includes a sample query letter and sample summaries. Finally, Ephron acknowledges the truth that the effort to sell a book can be as much of an endurance test as writing one, but urges persistence: The race goes not to the clever or swift but the bullheaded and persistent who dont know enough to give up. You can find the book on Amazon.com Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:100 Exquisite AdjectivesIs There a Reason â€Å"the Reason Why† Is Considered Wrong?Threw and Through