Nutrition analysis verB

a. How many grams of fat can you consume in a day and not exceed 30 percent of your calories from fat? Use the CNPP recommendation for your daily calorie recommendation to calculate your answer. How did you do in this area for the day you recorded?On the â€Å"standard† daily calorie intake of 2,200 recommended for very active young women, the upper limit for fat intake is 73 grams (660 calories). If I was to be sedentary man or an active woman, I would roughly have to meet the same requirement, which is not to take in more than 73 grams of fat in a dayb. How many grams of saturated fat can you consume in a day and not exceed 10 percent of calories from saturated fat? How did you do in this area for the day you recorded?I need to consume only ten percent of calories from saturated fat, meaning, I may not exceed more than 300 mg of saturated fats in day. Saturated fats such as cholesterol, and trans fat which is not only bad for my diet but will also clog up my aorta(major hear t vein).c. For the day you recorded your intake if you ate a serving of a high-fat food, for example, lasagna, how could you avoid exceeding the recommended fat intake for the day?During the event that I eat food containing high amounts of fat, to be able to balance the amount of fat intake, I eat food that contain less fat and eat foods that were boiled, broiled or grilled. In doing so, I end up taking in less fat and still eating a lot. Because even if we avoid frying food it will still most likely contain fat, so I will at least minimize the amount of fat included in everything else I eat.d. If you could substitute a serving of lower fat lasagna for the higher fat choice, what effect would this have on your other food choices and on your calorie and nutrient intakes for that day?Replacing the lasagna, which contains a large amount of fat with lasagna that contains a lot less, will definitely make it a lot easier for someone to compensate concerning the other food options that I m ay have. Instead of having to choose low calorie and fat containing food, which may turn out to be bland, I can opt to eat regular food options that can not only fill my stomach but also fill my calorie requirement for the day.e. Considering regular lasagna, which ingredients most likely contribute most to the total fat, saturated fat, and cholesterol in the higher fat lasagna selection?Perhaps lasagna could be included in one’s diet once a week, like on Sundays or special holidays. Making lasagna, with all its calories and fats, a part of one’s daily diet is not only irrational but is also risky when it comes to one’s health.f. How could you change those ingredients to reflect a reduction in fat content?I can reduce the fat content of lasagna by placing whole-wheat lasagna instead of the regular pasta, decreasing the amount of virgin olive oil that is placed in it, placing less butter, and also using ground chicken rather than ground beef.g. How did the dayâ₠¬â„¢s recorded total for calories and vitamins compare with your recommended amounts? Did the day’s meals meet or exceed your need for energy? Describe how your actual intake varied from the CNPP recommendation.Happily, I was able to exceed the needed amounts for calories and vitamins for the day. As for the vitamins, I was happy to see that I exceeded it because it means that I am eating a healthy diet. Although for the calorie intake, it scares me a bit because eating a calorie pack food without expending it properly will result to added body fats.h. Did your meals present too little of any of the vitamins and minerals listed in the CNPP materials? Which ones?Actually, my vitamin intake for the day exceeded what was expected from me greatly. I was able to take in more than what was required from me according to CNPP, which means none of them where under-represented.i. What changes in your choices among those foods would have improved the energy or vitamin or mineral totals for the day?Improvement when taken in a standard meaning would actually mean to increase, but in my case, to improve my diet I would have to decrease my energy intake and simply maintain my vitamin and mineral intake for the day.j. Did your choices provide enough folate to meet your requirement?I am glad to say that I actually met the required amount of folate that I had to take in within one day. In fact I was able to take in twice the required amount of 400 micrograms and was able to take in 784.5 micrograms.k. What are the sources of niacin in your day’s meals?Niacin is not really that abundant in standard food. Niacin can actually be found in whole refined grains. When mills refine grain they are required by law to add folic acid, NIACIN, iron and riboflavin. So therefore eating refined grains at least once a day may add to my Niacin intake.l. What about Vitamin C? What percentage of your daily need of Vitamin C did your meals provide? Which individual foods were the main contributors? To what food groups do they belong?I was able to take in a total of 126.78% vitamin C within one day. Vitamin C or Ascorbic Acid is abundant in Citrus filled drinks and meals such as lemons, oranges and lime, all of which are in the Fruits part of the Food Pyramid. Also aside from normal food intake, it is easy to receive vitamin C by simply buying it in a local drugstore.m. How did your total energy intake compare with your energy recommendation? Is this consistent with your nutritional goals?In my food intake, I was able to take 6604 kcal worth energy, which is three times more the recommended 2339 kcal goal for a day. It is very impressive to see that I was able to take in that much energy. However, it is also true that if I am not able to expend that energy within a day, it turns to body fat which is terrible to have.n. Which of your foods are â€Å"vitamin bargains†? Those would be foods which are vitamin-dense, providing the most vitamins for the fewest c alories.Fruits and vegetables of course give me the most amounts of vitamins without having to increase my total number of calories significantly. In fact it can be noted that the best source of vitamins are vegetables because they don’t contain fructose like fruits do, but they contain a minimal amount of starch which makes up a good low calorie diet.o. Breakfast cereals are a great source of vitamins. What characteristic of these foods makes them so rich in vitamins?Breakfast cereals are made from plants specifically corn, wheat, and grains. Corn in itself is full of vitamins and wheat and grains may contain some vitamins as well. In addition, the fact that when we eat cereals it always comes with full cream or filled milk, which adds a significant amount of vitamins in a persons diet.p. What can you say about your recorded food intake and the vitamins and minerals that you obtained from the foods you ate that day?I can say that I actually exceed the requirements that are s et for a balanced diet. Although this is not such a good thing because too much of certain food groups may cause complications to my health.ReferencesDietary guidelines and the Guide to the Food Pyramid. West Virginia University, December 22, 2007, from http://www.wvu.edu/~exten/infores/pubs/fypubs/WLG_132_Food_Pyramid.pdfDietary Guidelines for Americans 2005, USDHHS, USDA, December 22,2007. fromKantor, L.S. December 22, 2007, from http://www.ers.usda.gov/publications/aer772/aer772a.pdfLawrence J. Appel, M.D., M.P.H., Benjamin Caballero, M.D., Ph.D., and Fergus M. Clydesdale, Ph.D. Dietary Guidelines for Americans. December 22, 2007, from www.healthierus.gov/dietaryguidelinesNational Institute of Mental Health. (1990). Clinical training in serious mental illness (DHHS Publication No. ADM 90-1679). Washington, DC: U.S. Government Printing Office.

On the Subway Essay

The poem â€Å"On the Subway† by Sharon Olds is a free-verse poem about a white woman and a young black man who find themselves alone with each other on the subway, facing each other from the opposite sides of the car. As they observe each other, the woman relates her thoughts about the situation, which reflect the fear and tension of living an urban life. The fact that the young man before her is black is of particular significance to her. She reflects on the general predicament of blacks, and emphasizes the inequality between her and the young man. Most of the poem’s intended message, expressed from a socially-aware perspective, is explicitly stated; although Olds uses symbolism and figurative language, even a literal take on the poem will deliver much of her intended meaning. Virtually everyone who reads the poem will be familiar with the issues it takes up, so the poem does not inform, but reminds the reader of the woeful imbalance of power and privilege in society. It is only through the poem’s title that the reader knows the setting and contextualizes the poem’s body; even before body of the poem is read, the title is able to set the tone to some degree: the subway is a dark and lonely place, where people are squeezed together but remain cold and uninterested in each other. The woman finds herself alone on the car with a young black man with the â€Å"casual cold look of a mugger,† as she puts it. She also mentions that she wears â€Å"†¦dark fur, the / whole skin of an animal taken and / used†¦Ã¢â‚¬  (11-1), which prefigures her coming discussion of the propensity of her â€Å"kind,† which is the white race, for taking advantage and stealing the rights of others. This brings her to a consideration of the boy’s possible behavior towards her, making her contemplate the possibility that the boy would choose to take his vengeance on this member of his white oppressors. The speaker’s thoughts revolve around the imbalance of power in the car, and she contrasts it with the imbalance of power in society in general. The narrative is communicated from a socially-aware perspective. She speaks of â€Å"†¦eating the steak / he does not eat†¦Ã¢â‚¬  (19-20) of â€Å"†¦how easy this / white skin makes my life†¦Ã¢â‚¬  (27-28), where â€Å"†¦without meaning or / trying to I must profit from his darkness† (22-23). She is here speaking of the prevalent racial inequality that is still very much a part of social reality. The narrator is the more â€Å"privileged† side of this temporary dichotomy, although the distribution of privilege becomes obscure in the brief period of time that they share the small space on the car, isolated from the rest of civilization: â€Å"I didn’t know / if I am in his power† (14-15), â€Å"†¦or if he is in my power† (18). The two observe each other quietly, without interacting. In this tense situation, she observes how weak she is, and how the young man is physically superior to her. She is â€Å"†¦wearing dark fur†¦Ã¢â‚¬  (11), and she points out that â€Å"he could take my coat so easily, my / briefcase, my life† (16-17). She observes â€Å"†¦how easy this / white skin makes my life, this / life he could take so easily†¦ † (27-29). She is aware that, without the protection of society, she could easily become the oppressed, and he the oppressor. By juxtaposing her concrete physical powerlessness compared to the boy with what she believes is the general powerlessness of blacks and the weakness of the black identity in the white-dominated world, she creates a striking pseudo-paradox. The speaker contrasts her socially-constructed position of privilege with the boy’s obvious â€Å"privilege† of strength and almost absolute power over the speaker as long as they are in the car. Here the speaker highlights the irony found in the fact that, although she belongs to the more powerful â€Å"race,† she is temporarily powerless before this young member of the less powerful portion of society. There is perhaps something objectionable about the speaker’s attitude towards the young man. She speaks of his â€Å"casual cold look of a mugger† (8), and of his shirt, which is â€Å"red, like the inside of the body / exposed† (10-11), suggesting an association with violence. She immediately associates the young man with urban crime, and gives him too little credit for being a person in his own right, but instead reduces him to a stereotype, to no more than a representative of the suffering and wickedness of his race. She does not blame him or his race, however, but instead blames â€Å"†¦the murderous beams of the / nation’s heart†¦Ã¢â‚¬  (24-25). Nevertheless, her condescending â€Å"appreciation† of the boy’s predicament is probably as unwelcome as the oppression that she unintentionally â€Å"inflicts† upon him. Granted, the situation discourages any attempt of either passenger at getting insight into the other’s personality, so she cannot get any deeper appreciation of the young man. Olds uses a simple and familiar situation, which is riding on the subway, as a vehicle for her reflections on the perversities of society. It is an extremely familiar worldview that the poem’s narrator expresses, and thus there are no radical ideas. The essence of this poem is nothing that has not been said before by countless others, but the poem stands out because of the juxtaposition of the two kinds of power that she reflects upon as they observe each other. However, to fully appreciate this poem, it must be realized that the speaker is not to be trusted entirely; she does a disservice to the black race by the method of her approach to the matter. She ignores that fact that the young man is a person and instead renders him into an abstract entity. Thus, the poem provokes a two-fold criticism of the white race: their oppressiveness, and their tendency to stereotype the oppressed. The heavy realism and simplicity of the poem effectively delivers its message of condemnation for the perceived oppression of whites by blacks. This message also benefits from the poem’s free-verse form. There is also no explicit pattern and no pretensions in the delivery of the speaker’s thoughts, suggesting the narrative’s unadulterated honesty. Through the poem’s simplicity and directness, what Olds ultimately communicates is an attitude of abstract concern for a concrete individual.

Censorship in Huck Finn

Many people claim that the novel is racist due to the frequent use of racial slurs and the disrespect and mistreatment of the character Jim who is a runaway slave. Mark Twains famous novel is not a racist text because it is a historical account of the south during the 1840s, when racism was commonplace. The books purpose was to emphasize real life and mock the faults in human nature. In The Adventures of Huckleberry Finn, a young boy named Huckleberry Finn runs away from his life and travels down the Mississippi River with his friend Jim, a runaway slave. The story follows Hucks moral growth and maturity throughout his many adventures and experiences. The major turning point of the book is when Huck realizes that Jim cares about him, and that he cares about Jim in return. As a child, Huck is taught that Jim isnt a person because of his skin color and that he does not deserve respect, but Huck discovers that Jim is a person and deserves more respect than most people Huckleberry met on his journeys. He comes to this decision because Jim cares for him and treats Huck better than his own father. Huck says â€Å"All right, then, Ill go to hell. when he decides to go against the racist teachings of his childhood and help Jim get his freedom (Twain 216-217). The book was written to show what life was like in the 1840s and successfully revealed the way people viewed each other and people of other races. In the beginning of the story, Huck treats Jim poorly because he is taught that Jim isnt a real person and he could get away with it. One of the many tricks Huckleberry plays on Jim was hiding a snake in the cave they were living in, but the snake bites Jim and Huck realizes how cruel his trick was and begins to feel sorry for how he treats Jim (Twain 55). Events like this are the reason people believe that Mark Twains book is racist, but without these examples the books purpose is muddled and the historical reliability is gone. The book The Adventures of Huckleberry Finn is considered a controversial text because it contains derogatory language and examples of disrespectful behavior towards people of color. Speech and actions like the ones in the book were common in the setting of the book (Knab 1). People want to ban or edit the original text of The Adventures of Huckleberry Finn, because of these elements, but they still allow these remarks in other literary works. Fredric Douglass used the same language in his narrative that was published in 1845, forty years before Twain published The Adventures of Huckleberry Finn, but people dont challenge his work because he was a slave and his story is a historical account of a slaves life (Bowker). The two stories are based in the same time, are about the same topic, and both aim to be realistic portrayals of everyday life in the 1840s, yet one is constantly challenged while the other is allowed to be as it is. People today are concerned with being â€Å"politically correct† and â€Å"non-offensive†, but they have reached the point where they are willing to change history to protect the feelings of certain people (Kay). If these â€Å"racist† remarks and actions were removed from The Adventures of Huckleberry Finn, the message of the book would not be evident, its historical accuracy destroyed, and the book would just be a meaningless childrens story. Censorship is useful to an extent, it allows people to keep mature information from children, but when it is used on history it takes away from the importance of knowing about and learning from the past. The reason racism is so important to avoid now is because of the negative effects it had in the past. If people dont learn about these effects, then they can not understand the importance of equality now. When books are censored, their historical accuracy is lost and they are unable to educate people on the importance of the past to modern-day (Kay). Without learning about the good, bad, and ugly of the past, people wont be able to comprehend why the world is the way it is and how they can avoid the mistakes of the past. If the offensive content of The Adventures of Huckleberry Finn is removed, then people will not be able to see the severity of racism during the 1840s (Bosman). If the book is censored, then the point where Pap starts ranting about the â€Å"injustice† of a well educated black man being able to vote will not have the impact it should, representing the opinion of the average white male in the south (Twain 28). The novel The Adventures of Huckleberry Finn is seen as a masterpiece (Mark Twains Adventures of Huckleberry Finn) and a classic (Robert OMeally) due to the original riting and arrangement. Without these elements, that people want to change, the book would not be as renowned or highly regarded. Although The Adventures of Huckleberry Finn may have some content that offends some people and they believe that it would be better to remove the offensive content, it would take away from the plot and meaning of the story. If the novel really offends someone, then they do not have to read it again or even finish reading it, but they do not have the right to change the words of someone else to suit their own ideals. The words of The Adventures of Huckleberry Finn were all carefully picked by Mark Twain to carry the message of his story and editing them would be defacing his hard work. Twain often complained about his proofreaders and editors changing his work (Kurutz). The book was written by Mark Twain and if he saw the need to add these controversial elements, then we should not interfere with his decision or his historical accuracy (Kay). Then novel The Adventures of Huckleberry Finn is not a racist text, nor is Mark Twain a racist himself. Mark Twains novel was written as a historical account of life in the 1840s and as a result, any content that could be considered offensive to some is all added to make the literary work more realistic and a more accurate portrayal of life in the setting. Without these elements, the story of Huckleberrys moral growth would not be as developed and the message of the book will not be as prominent. The Adventures of Huckleberry Finn should not be censored because the way the book is written provides an accurate account of life in the 1840s and without the writing staying as it is, the whole integrity of the work will be diminished. The Adventures of Huckleberry Finn is considered a classic because of how it was written. Changing the text changes the whole book and since the book is so highly regarded as it is, it should remain the same. When people claim that a book is racist, they make this assumption based on the content of the book. What people need to note is when the book is set, its publication date, and the purpose of the offensive content. With The Adventures of Huckleberry Finn, the story takes place in the 1840s when racism was very common. It also was published in 1885 when people in the United States were struggling with racism after the Civil War. The offensive content of the book is used to portray what life was like in the 1840s and to mock the behavior of the people of that time. When the book was written, language like that used in the text was still common and not seen as offensive as it does now. Mark Twains novel The Adventures of Huckleberry Finn is not racist, it just contains racist content, and this content makes the story what it is and develops its meaning. To take away this major element of the literary work to protect the feelings of some individuals would ruin the story and would hurt more people than it would help. To censor The Adventures of Huckleberry Finn would take away a valuable source of historical knowledge that allows us to see the importance of how our society has changed and developed. Without this knowledge, people will forget the importance of the progress humankind has made and will not be able to avoid the mistakes we have already made as a whole in the past. Because of these reasons, changing the great literary work of Mark Twain Is unnecessary because The Adventures of Huckleberry Finn is not a racist text and exposure to the harsh realities in the story will help the people of today to truly understand our past as a whole and improve our future. Works Cited Page Bosman, Julie. â€Å"Publisher Tinkers with Twain. † National Post. 4 Jan 2011. Print. Bowker, Gene. â€Å"Mark Twain, racism and Huckleberry Finn. † Examiner. com. Web. 9 Feb 2013 lt;http://www. examiner. om/article/mark-twain-racism-and-huckleberry-finngt; Kay, Barbara. â€Å"We Shouldnt Censor History. † National Post. 10 Jan 2011. Print. Knab, Jakob. Racism in The Adventures of Huckleberry Finn. 2011. Print. Kurutz,, Steven. â€Å"A Twain Scholar Reacts to the New, Censored Version ‘Huckleberry Finn’. † National Post. 9 Jan 2011. Print. PBS. â€Å"Mark Twains Adventures of Huckleberry Finn. † Web. 9 Feb 2013 lt;http://www. pbs . org/wgbh/cultureshock/flashpoints/literature/huck. htmlgt; Twain, Mark. The Adventures of Huckleberry Finn. New York: Barnes and Noble, 2003. Print.

Relations between Knowledge and Reality Essay Example | Topics and Well Written Essays - 2250 words

Relations between Knowledge and Reality - Essay Example Ideas about relationships are certainly developed and predicted on the basis of the conditions they fulfill. Thus, the relationships and their concepts are dependent of the performances they make. The author also alludes to various forms of concepts described by Locke, which include action-concepts, physical concepts and moral concepts (106-107). Locke has also established the patterns of relations, where he declares cause and effect as the most important one in this regards. He has also shown the relationship between various ideas on the basis of the concepts established. He called relation between idea and thing as the real existence. (110) Locke has presented different sorts of agreements on perception about ideas, where he aims to view knowledge as unlimited in nature and scope, though knowledge of coexistence is narrow and limited one. Hence, Locke asserts the existence of knowledge on the basis of perception of agreement or disagreement between ideas, without taking into consid eration the very difference in perceiving the same. (117) Locke, Law & Law of Nature Rogers (1999) has identified the moral and natural law described and discussed by John Locke in his philosophy. Moral law, according to Rogers, enjoys the central place in Locke’s political writings (Atherton, 1999:47), which can also be viewed in association with his opinion about scientific inventions and advancements. It is partly due to the very reality that scientific discoveries are also the outcome of the scientists’ curiosity for exploring the countless phenomena of nature with the help of observation and empirical estimation. Hence, God and the universe on the one hand, and natural law and scientific discoveries are interrelated according to Locke (48-49). The individuals’ activities also reflect natural laws, and parents’ affection for children is natural, while their hatred for children looks unnatural and astonishing act. Consequently, natural law lays stress upon morality for the individuals (51), and reiterates upon applying best of faculties and skills while performing an act or obligation. Locke has also sought inspiration from the Newton’s law of gravity that every object of nature acts according to the commands of natural law, and deviation from the same could invite disorder and chaos in its wake. It is therefore Locke, in his Essay, looks for seeking knowledge about the laws of universe in order to explore the realities existing all around humans. (53-54) Rogers also cites Locke’s examples regarding the affects of various objects on others, where the reaction of different objects is almost same, as hemlock takes the life of the person consuming the same. Locke has also explored relation between the law of nature and the laws of nature, where law of nature identifies the existence of God, His laws and the entities to obey the same, and laws of nature repeat their course in order to implement the law of nature. Moral Weakness by Spinoza Harris (1973) has elucidated Spinoza’s doctrine of moral weakness by making its comparison with the goodness theory articulated by renowned Greek philosopher Plato.  

Eugene Delaroix Libety Leading the People Essay Example | Topics and Well Written Essays - 750 words

Eugene Delaroix Libety Leading the People - Essay Example Initially, the literature of romanticism referred to the romances characteristics, whose profligacy carried pejorative connotation in some way. The term however came to assign another type of exotic landscape in the 18th century that evoked the melancholy pleasant feelings. Throughout the early 19th century, romanticism remained an intellectual and artistic movement that is characterized by individual focus on the freedom from political restraints and social conventions, on the nature and human imagination in a typically idealized form. However, most of the romantic authors had special interest in particular culture within the middle ages (Christensen 141). This paper therefore seeks to discuss the characteristics of romanticism and the liberty leading the people. Romanticism is particularly concerned with much of emotion than mere rationality. It put a lot of value on individuals more than it does to the society in general, and values nature over the city. Romanticism questions rule s, social protocol and conventions. It figures out humanity as living in nature in form of a morally superior and a civilized humanity. The literature of romanticism conceives children by nature as those corrupted by their nature of surroundings. It focuses on the expression of individual and personal emotions. Romanticism was not only evident in the literature in the 19th centuries, but also exhibited in music, art and architecture. The American Romanticism was influenced by the frontier promises of growth, expansion, and freedom. However, this spirit of optimism was not in Europe. Imagination led to emergence of the new perspectives and culture (Richardson 14). Generally, romanticism has the following characteristics: Static characters with no development The setting and the characters are set apart from the general society Mysterious, incomprehensible, and irrational universe Causality gap A formal language Silences within the text showing universals instead of truths Justice for the good A plot that demonstrates honor and integrity, romantic love, and self idealism Supernatural visions The primary aim of romanticism included things like: belief in the humanity goodness and return to nature; the exaltation of emotions and the senses over intellect and reason; the nationalistic pride development; and the discovery of artists like a supreme creator of individual. Nevertheless, romanticism was particularly a revolt of philosophy against rationalism (Richardson 21). Liberty Leading the People is a romantic painting. The painting was influenced by political and social events as well as historical conditions. This makes painting a reaction of the transformation and changes of the society. The liberty leading painting was painted by Eugene Delacroix in 1830. During this century, physical materialism, Neo-Classical, industrialism and quest of knowledge was brought about during this period. Delacroix utilized romanticism in his art. This is due to its reflection of the current style of art. Romanticism combines violence, terror, and heroism, this makes war it’s an ideal vehicle. This is clearly depicted in the Liberty Leading the People in its depiction of the revolution of July 1830. Just like any other romantic art, Liberty Leading the People contains a sublime quality because it communicates intensity, grandeur feelings and greatness. Romantic paintings of

Critical Thinking Questions - Week 4 (675) Assignment

Critical Thinking Questions - Week 4 (675) - Assignment Example Alterations in the material that a particular student learns may differ with that of another learner in a different content area. Every learner is unique. They vary in numerous ways such as physical traits, cognitive aptitudes, experiences, social settings, backgrounds and personalities. Teaching experience and contemporary research postulates that every brain has a distinct state and experiences impact from previous experiences. With such knowledge, success-oriented teachers understand that students cannot go through the same education plan. Research and experience ensues to present insights regarding the human brain. Every learner is unique and has exclusive opportunities. It is, thus, reasonable that every learner learns differently and has different preferences, wants, interests and likes. This addresses the need for differentiated instruction in learning institutions (Tomlinson, 2001). It is pertinent to consider a learner’s background when examining and designing a lesso n framework. The cultural orientation of learners differ with the nature of learning that the culture values and the way the culture understands the learning concept. When structuring the lesson, it is paramount to determine how different students’ backgrounds may implicate on dynamics and learning in the classroom. It is also important for instructors to overlook the possible assessment when designing a lesson structure (Gregory & Chapman, 2013). Determining the method of assessment is essential to knowing the method that would elicit positive feedback in terms of excellence in the classroom. Determining the learner’s background in lesson framework design ensures that the instructor designs a framework that that benefits all students at every level. The best lesson framework is that which aids in the collection of accurate data regarding every student in the classroom, which meets the learning needs of all the learners. The teacher should concentrate on areas where th eir students are not performing as anticipated. Instructors should further emphasize on driving positive improvement in such weak areas to meet the learning needs of each and every learner in the classroom (Gregory, 2008). Through differentiated instruction, the student can perform exemplarily because with the assessment intelligence, the instructor is able to monitor their performance and assess their achievement. Instructors can differentiate product, content and process for learners. Content differentiation refers to an alteration in the material that the student learns. For instance, if the classroom goal is for students to draft persuasive essays, some are learning how to write topic sentences and support sentences, while the others learn how to utilize outside sources and defend their views. Process differentiation inculcates the differentiation of how the learner accesses the learning material. One learner in the classroom may explore a learning centre as the other gathers in formation from the internet. Product differentiation concerns the modification of how the learner depicts what they have learned (Tomlinson, 2001). For instance, in demonstrating a comprehension of a narrative\s plot, one learner may compile a play when the other drafts an account of an event. Teachers should choose differentiation approaches rooted in the proper prospectus and learners’

American fast food in China Essay Example | Topics and Well Written Essays - 3000 words

American fast food in China - Essay Example However, McDonald's is the easily recognizable Fast-food brand in China. KFC has got the largest chains of fast-food restaurants in China with approximately 4000 fast-food restaurants. These restaurants are both domestic and foreign brands. The founder of this fried chicken chain of restaurant, Colonel Sanders, is one of the most recognized American faces among the Chinese. There have been emerging scandals that have been aired in relation to the excessive levels of antibiotics that have been used by American fast-food restaurants in China. Brands like KFC and McDonalds have been held responsible for claims that they have led to an epidemic of obesity in China. This weight gain can also be linked to the Chinese breakneck development. Other developing nations are rapidly undergoing an economic transition but China seems to be dragging behind as a result of a large majority of people gaining weight thus cannot manage to work properly to build the nation.The number of obese people in Ch ina grew from 18 million to 100 million in 2005 and 2009, whereas its national GDP doubled at that same period. However, it is quite surprising that even though China is known to have a population that eats a lot, the situation tends to be worse because China is considered to have another problem of having a malnourished nation. Other nations that experience the same are Vietnam and India. Diseases that are caused by consumption of excess sugar and fat have become popular in China. These diseases include high blood pressure, heart diseases, and Type 2 diabetes. An estimate of 9.7 per cent of Chinese country have diabetes especially, Type 2. This data is close to the findings of America which are 11 per cent of the total population. These findings were from a study conducted by New England Journal of Medicine. There are various reasons which have made the contribution towards the realization of massive profits by American fast food restaurants in China. This paper concentrates on the reasons as to why these changes have occurred and why they happen as they do. A lot of research has been done in an effort to investigate this phenomenon and Smith (2006) notes that localization of meals is what has contributed to the attraction of native customers in the foreign country. Localization of mea