5 Classic and Heartbreaking Slave Narratives

5 Classic and Heartbreaking Slave Narratives Slave narratives became an important form of literary expression before the Civil War, when about 65 memoirs by former slaves were published as books or pamphlets. The stories told by former slaves helped to stir public opinion against slavery. The Most Interesting Slave Narratives The prominent abolitionist Frederick Douglass first gained widespread public attention with the publication of his own classic slave narrative in the 1840s. His book and others provided vivid firsthand testimony about life as a slave. A slave narrative published in the early 1850s by Solomon Northup, a free black New York resident who was kidnapped into slavery, aroused outrage. Northups story has become widely known from the Oscar-winning film, 12 Years a Slave,  based on his searing account of life under the cruel slave system of Louisiana plantations. In the years following the Civil War, about 55 full-length slave narratives were published. Remarkably, two more recently-discovered slave narratives were published in November 2007. The authors listed wrote some of the most important and widely-read slave narratives. Olaudah Equiano The first noteworthy slave narrative was The Interesting Narrative of the Life of O. Equiano, or G. Vassa, the African, which was published in London in the late 1780s. The book’s author, Olaudah Equiano, had been born in present-day Nigeria in the 1740s. He was taken into slavery when he was about 11 years old. After being transported to Virginia, he was purchased by an English naval officer, given the name Gustavus Vassa, and offered the opportunity to educate himself while serving as a servant aboard ship. He was later sold to a Quaker merchant and given a chance to trade and earn his own freedom. After buying his freedom, he traveled to London, where he settled and became involved with groups seeking the abolition of the slave trade. Equiano’s book was notable because he could write about his pre-slavery childhood in West Africa, and he described the horrors of the slave trade from the perspective of one of its victims. The arguments Equiano made in his book against the slave trade were used by British reformers who eventually succeeded in ending it. Frederick Douglass The best-known and most influential book by an escaped slave was The Narrative of the Life of Frederick Douglass, an American Slave, which was first published in 1845. Douglass had been born into slavery in 1818 on the eastern shore of Maryland, and after successfully escaping in 1838, settled in New Bedford, Massachusetts. By the early 1840s, Douglass had come into contact with the Massachusetts Anti-Slavery Society and became a lecturer, educating audiences about slavery. It’s believed that Douglass wrote his autobiography partly to counter skeptics who believed he must be exaggerating details of his life. The book, featuring introductions by abolitionist leaders William Lloyd Garrison and Wendell Phillips, became a sensation. It made Douglass famous, and he went on to be one of the greatest leaders of the American abolition movement. Indeed, the sudden fame was seen as a danger. Douglass traveled to the British Isles on a speaking tour in the late 1840s, partly to escape the threat of being apprehended as a fugitive slave. A decade later, the book would be enlarged as My Bondage And My Freedom. In the early 1880s, Douglass would publish an even larger autobiography, The Life and Times of Frederick Douglass, Written by Himself. Harriet Jacobs Born into slavery in North Carolina in 1813, Harriet Jacobs was taught to read and write by the woman who owned her. But when her owner died, young Jacobs was left to a relative who treated her far worse. When she was a teenager, her master made sexual advances on her. Finally, one night in 1835, she attempted to escape. The runaway didn’t get far and wound up hiding in a small attic space above the house of her grandmother, who had been set free by her master some years earlier. Incredibly, Jacobs spent seven years in hiding, and health problems caused by her constant confinement led her family to find a sea captain who would smuggle her north. Jacobs found a job as a domestic servant in New York, but life in freedom was not without dangers. There was a fear that slave catchers, empowered by the Fugitive Slave Law, might track her down. She eventually moved on to Massachusetts. In 1862, under the pen name Linda Brent, she published her memoir Incidents in the Live of a Slave Girl, Written by Herself. William Wells Brown Born into slavery in Kentucky in 1815, William Wells Brown had several masters before reaching adulthood. When he was 19, his owner made the mistake of taking him to Cincinnati in the free state of Ohio. Brown ran off and made his way to Dayton. Here, a Quaker who did not believe in slavery helped him and gave him a place to stay. By the late 1830s, he was active in the abolitionist movement and was living in Buffalo, New York. Here, his house became a station on the Underground Railroad. Brown eventually moved to Massachusetts. When he wrote a memoir, Narrative of William W. Brown, a Fugitive Slave, Written by Himself, it was published by the Boston Anti-Slavery Office in 1847. The book was very popular and went through four editions in the United States. It was also published in several British editions. He traveled to England to lecture. When the Fugitive Slave Law was passed in the U.S., he chose to remain in Europe for several years, rather than risk being recaptured. While in London, Brown wrote a novel, Clotel; or the President’s Daughter. The book played upon the idea, then-current in the U.S., that Thomas Jefferson fathered a mulatto daughter who had been sold at a slave auction. After returning to America, Brown continued his abolitionist activities, and along with Frederick Douglass, helped recruit black soldiers into the Union Army during the Civil War. His desire for education continued, and he became a practicing physician in his later years. Slave Narratives from the Federal Writers Project In the late 1930s, as part of the Works Project Administration, field workers from the Federal Writers Project endeavored to interview elderly Americans who had lived as slaves. More than 2,300 people provided recollections, which were transcribed and preserved as typescripts. The Library of Congress hosts Born in Slavery, an online exhibit of the interviews. They are generally fairly short, and the accuracy of some of the material can be questioned, as the interviewees were recalling events from more than 70 years earlier. But some of the interviews are quite remarkable. The introduction to the collection is a good place to start exploring. Sources Born in Slavery: Slave Narratives from the Federal Writers Project. Library of Congress, 1936 to 1938. Brown, William Wells. Clotel; or, The Presidents Daughter: A Narrative of Slave Life in the United States. Electronic Edition, University Library, UNC-Chapel Hill, University of North Carolina at Chapel Hill, 2004. Brown, William Wells. Narrative of William W. Brown, A Fugitive Slave. Written by Himself. Electronic Edition, Academic Affairs Library, UNC-CH, University of North Carolina at Chapel Hill, 2001. Douglass, Frederick. Life and Times of Frederick Douglass. Wilder Publications, January 22, 2008. Douglass, Frederick. My Bondage and My Freedom. Kindle Edition. Digireads.com, April 3, 2004. Douglass, Frederick. The Capital and the Bay: Narratives of Washington and the Chesapeake Bay Region. The Library of Congress, 1849. Jacobs, Harriet. Incidents in the Life of a Slave Girl. Paperback, CreateSpace Independent Publishing Platform, November 1, 2018.

How to Actually Use Your ACT Math Formulas

How to Actually Use Your ACT Math Formulas SAT / ACT Prep Online Guides and Tips About 33% of the ACT math section requires you to know and use at least one math formula. This means that remembering your formulas and understanding how to utilize them is of paramount importance. We’ve put together all the ACT formulas you’ll need to know (prioritized in the order from greatest to least that you’ll see them on the test) as well as how to best use them for test-day. What Formulas Will You Need on the ACT? You will NOT be given any formulas on the ACT, so all of your formula knowledge will have to come from your own head. You will need to know and use a wide range of formulas, including algebraic, geometric, and trigonometric formulas, all of which are laid out in our guide to the 31 formulas you MUST know for the ACT. You’ll notice that we have prioritized them according to â€Å"need to know† and â€Å"good to know.† This is due to the fact that many ACT questions can be solved long-hand or via more common formulas, rather than forcing you to memorize the more obscure formulas. For instance, you can solve your sequence questions by either using the formula or by calculating your values long-hand. Though solving the question long-hand will take longer, it is still entirely possible to solve each and every ACT sequence question without the use of a formula. Thus we have classified sequence formulas as â€Å"good to know,† not â€Å"necessary to know.† If you feel rusty on any formula or math topic on the list, check out one of our individual math topic guides to see how the formula works (and even why it works), as well as how to recognize when to use it. We’ll also show you the alternatives to using formulas for many questions, including distance questions, sequence questions, and many more. There are many different "right" paths to solve questions in the ACT math section. How to Use Your Formulas Effectively So now that you know what your formulas are, how do you best go about using them? Let’s take a look. 1. Prioritize memorizing your most crucial formulas You will have to memorize every formula you’ll use on the ACT, but it’s best to go about this in a systematic and logical way. Spend most of your time and energy memorizing and practicing the most important (common) formulas and less time on the ones that show up rarely, if at all. Some formulas come up over and over again, while others show up sparingly at best. If you are pressed for time, nervous about memorizing so many formulas, or simply trying to map out your plan of attack, memorize your formulas in the order that they appear most often on the test. Of your â€Å"necessary† formulas, they appear on the test from greatest prevalence to least in roughly this order: Law: the sum of the interior degrees of a triangle is 180 Area of a triangle Law: the sum of the degrees of a straight line is 180 Area of a rectangle (or other quadrilateral) Pythagorean Theorem Finding slope of a given line (rise/run) Finding slope of line connecting two points Finding percentages Law: the number of degrees of arc in a circle is 360 Area of a circle Circumference of a circle Finding averages Sine, cosine, tangent (SOH, CAH, TOA) Area of a circle’s arc Circumference of a circle’s arc Finding probabilities Finding combinations Finding the midpoint of a line Volume of rectangular solid Volume of cylinder Area of a trapezoid Equation of a circle Rearranging logarithms Cosecant, Secant, Cotangent Of the â€Å"good to know† or â€Å"shortcut† formulas, you will need them roughly in this order: Special right triangle properties, 30-60-90 Special right triangle properties, 45-45-90 Arithmetic sequences Geometric sequences Distance formula $sin^2ÃŽËœ + cos^2ÃŽËœ = 1$ ${sinÃŽËœ}/{cosÃŽËœ} = tanÃŽËœ$ 2. Choose NOW which (if any) of your â€Å"good to know† formulas you want to memorize Remembering a formula incorrectly is worse than not remembering the formula at all, so make sure you know your limits when it comes to memorization. For some people, memorizing and using formulas is the easiest way to go. For others, the fewer formulas the better (even if it means taking another step or two to solve a math problem). There is no right answer in terms of how many formulas you memorize, only what is most comfortable for you personally. And when it comes to memorizing your formulas, different people do better with different memory techniques. If you're a visual learner, make yourself a set of formula flash cards. If you're a kinesthetic (movement) learner, practice drawing and/or writing them out on a separate piece of paper. And if you're an auditory learner, get a parent or a friend to help you drill your formulas aloud. Once you feel you've got your formulas down, practice using them on actual problems to help you both remember them and learn how to use a particular formula for a particular problem. (We'll give you the opportunity to practice using your formulas on real ACT math questions in the next section.) 3. Practice ACT math questions at home without looking up your formulas The only way you’re going to be able to remember your formulas for crunch time (and know which formulas to actually use for the individual problem) is to practice on real ACT math questions without the safety net. Once you feel that you’ve got your formulas nailed down tight, practice solving ACT math problems without looking up your formulas. We have a list of all the free ACT math practice you can find online (coming soon!) and you will be able to use any and all of these problems to not only test your formula knowledge, but also your math topic knowledge. Once you’ve gone through your practice problems without the benefit of being able to look up your formulas, you will be able to pinpoint your formula strengths and weaknesses. Did you repeatedly forget the Pythagorean Theorem? How about your trigonometry formulas? It’s better to understand where to shift your focus now than being blindsided on the day of the test. Divide your time between rote memorization and practice problems without the use of formulas, and you’ll be able to solidify the knowledge in your head most effectively. 4. When you reach the math section, immediately write down your formulas If you’re anxious about forgetting your formulas halfway through the test, or if you simply like the idea of a fallback option, it’s always a good idea to write down your formulas at the very beginning of your math test. Once you have them written down, you can concentrate on solving your problems without fear of remembering your formulas wrong or forgetting them entirely. So once you open up your math section, write down all your memorized math formulas and take a deep breath. Now you can move on and use them as a reference for the rest of your math section. 5. Don’t freak out if you forget a formula Most of all, don’t panic if you forget a formula (or three)! Most every ACT problem can be solved in a multitude of ways, including by means of plugging in answersor plugging in your own numbers. And if worst comes to worse, and you cannot solve a problem without a formula, you will still likely be able to eliminate at least one or two answer options. Rememberyou are not penalized for guessing on the ACT, so always take your chances. And if you can narrow down your options, even better! Let's look at an example of how to narrow down your answer choices if you forget a formula. For a question like this, you do not have to understand how trapezoids work or remember any triangle formulas in order to eliminate at least three answer choices. We are being asked to find the distance between our two parallel sides, so draw a straight, perpendicular line between them. This makes a right triangle. Again, without knowing your formulas, you can just take a stab in the dark and estimate how long the side is. Rememberall figures on the ACT are to scale unless noted otherwise, and this line looks about the same length (maybe more, maybe less) as 5 foot leg we are given. Without knowing any more information, we can eliminate answer choices D and E. Now maybe you stop here and pick between answer choices A, B, and C. This would give you a 33% chance of guessing the right answer, which isn't too bad at all. But if we go further, you may remember that the side opposite the right angle is the longest side of the triangle, which means that the distance between our parallel lines must be less than 5. We can therefore eliminate answer choice C as well. So we had a 1 in 3 chance of getting the right answer without any formula knowledge at all and now we have a 1 in 2 chance just by knowing a little bit about how right triangles work. And even now, we can make an educated (rather than a random) guess between our two remaining answer choices. Again, all figures on the ACT are to scale unless noted otherwise and, at a glance, the distance between our parallel bases looks to be longer than the third leg of the triangle. Maybe it is, maybe it isn't, but we have a 50% chance and answer choice B looks to be the best bet between the two. Without using formulas, we can reach a conclusion that the answer is probably B. [Note: just so you know, B is totally the right answer. Go you!] Now it's time to put your formula knowledge to work! ACT Math Practice Using Formulas Now that you’ve seen how to best use your ACT formulas, let’s look at a few real ACT math questions that are formula-necessary. 1. 2. 3. 4. 5. Answers: D, F, J, J, B Answer Explanations: 1. Because the dog can run on the leash 9 feet in any direction, this means that 9 feet is the radius of the circle in which the dog can run. Now we are asked to find the area of this circle. If we remember our circle formulas, we know that we find the area by using the formula: $a =Ï€r^2$ $a =Ï€9^2$ $a = 81Ï€$ $Ï€$ is approximately 3.14 (which we are given), so: $81(3.14)$ $254.34$ The closest answer to this value is answer D, 254. Our final answer is D, 254. 2. If we remember our trig formulas, we know our mnemonic SOH, CAH, TOA. The tangent of an angle is thus the opposite/adjacent. In this case, we are looking for the tangent of angle B. The adjacent side is the side that touches the angle that is NOT the hypotenuse. In this case, the adjacent side for angle B is 2, which means it is our denominator. This means we can eliminate answer choices H, J, and K. If we use the Pythagorean Theorem, we can find our missing side measure. $a^2 + b^2 = c^2$ $a^2 + 2^2 = 5^2$ $a^2 + 4 = 25$ $a^2 = 21$ $a =√21$ Our opposite side will be $√21$ and we have already established that our adjacent side is 2. Our final answer is F, $√21/2$ 3. We can solve this problem in one of two waysby using the more common triangle formulas, or by using a more obscure one. If we use the common triangle formulas, we know that the interior angles of a triangle will always add up to 180 degrees. This means we can find the missing angle measure by subtracting all of our known angles from 180. $180 - 72 - 57 = 51$ Now, we also know that every straight line is 180 degrees as well. We can therefore find the exterior angles by subtracting each of our given angles from 180. $y = 180 - 72$ $y = 108$ $x = 180 - 57$ $x = 123$ $z = 180 - 51$ $z = 129$ Now we can find the sum of $y$, $x,$ and $z$. $108 + 123 + 129 = 360$ Our final answer is J, 360. Alternatively, we can use our more obscure triangle, which is that every exterior angle is the sum of the two opposite interior angles. For instance, $z = 72 + 57$ $z = 129$ From here, we can solve the problem the same way we did above. $x = 72 + 51$ $x = 123$ $y = 51 + 57$ $y = 108$ $x + y + z = 129 + 123 + 108$ $= 360$ Either way, our final answer is J, 360. 4. If we remember our slope formulas, we know that the equation of a line is: $y = mx + b$ $m$ represents the slope of the line, and the bigger the $m$, the larger the slope. In our first given equation, $a$ stands in place of our $m$ and our slope. In our second equation, $c$ stands in place of $m$ and our slope. So if the slope of our first equation is larger than the slope of our second equation, then $a$ must be larger than $c$. Our final answer is J, $a c$. 5. Now our shape in the middle is a square, which means all of the sides are equal. The two sides of the square that make up part of the perimeter are $8 + 8 = 16$. Now we just need to find the part of the perimeter made up by the two half circles. If we put them together, we can one full circle circumference. We know that the circumference of a circle is: $c = Ï€d$ The dimeter of our circle is 8, so our full circumference will be $8Ï€$ Now let's put our two values together: $16 + 8Ï€$ Our final answer is B, $16 + 8 Ï€$ Whoo! You did it! Image: Sean MacEntee/Flickr The Take-Aways Knowing (and knowing how to utilize) your formulas is one of the foundational elements of doing well on the ACT math section, but it is still only one part. Though formulas are used in some capacity or another on approximately 33% of ACT math test, that still leaves 66% of your questions that do NOT require formulas at all. So do take care to understand (and memorize!) your most important formulas, but don’t think that's all you need to do to succeed on the ACT math section. You still must understand the ins and outs of all of the ACT math topicsthat you will see on the ACT, so don't neglect the rest of your ACT math study. A balanced study plan, a knowledge of your formulas, and a more-than-passing familiarity with all your ACT math topics will help get your math score to where you want it to be. What’s Next? Want to brush up on a particular ACT math topic? Check out our individual math topic guides for all your ACT math needs. Running out of time on the ACT math section? We'll show you how to beat the clock and maximize your score before time runs out. Been procrastinating on your ACT math study? Our guide will help you balance out your study time and beat back the urge to procrastinate. Aiming for a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Racial inequality and political oppression of ethnic minorities leads Essay

Racial inequality and political oppression of ethnic minorities leads to typologies of criminal offenders. Discuss - Essay Example Racism as an ideology is illogical in principle and diverse in practice thus difficult to explain by a single definition. It permeates the family tree of societies and is reflected in all its attitudes, behavior, and institutions. The concept of racism may be conscious or subconscious and is expressed in actions or attitudes initiated by individuals, groups, or institutions that treat human beings unjustly because of their skin pigmentation. Racism is rooted in dysfunctional belief systems resulting from distorted perceptions formed over a period of time. We cannot ignore the significant role of the socio-cultural environment in shaping perceptual patterns. â€Å"Attitudes are a readiness or proclivity of an individual to respond in a certain way toward something† (Doobs, 1947: 138). People are inclined to respond on the basis of their own experience when it comes to social interactions and social biases such as racism. Therefore, people who have never experienced racism in a real sense have a tendency to downplay a condition of racism or discrimination. Minorities are more easily affected by racism as it is a more aggravated offense to them. Where you stand racially in a society determines your perspective on the issue. People of the majority in a social context have a propensity to feel that the world is, for the most part, a pretty fair place where people normally get what they deserve and deserve what they get. The virtuous are rewarded and evil doers are reprimanded, a conception of a just world resulting from our training as children. The inherent conclusion that can be drawn from that kind of reasoning is that those who are rewarded must be good, and those who suffer, if even from our own discrimination and prejudice, must deserve their fate (Rosado, 1998 ). If people do not see a situation as threatening to them they may conclude that it is not foreboding to others as well, often because they see the social system as

Paper for logistic glass Research Example | Topics and Well Written Essays - 750 words

For logistic glass - Research Paper Example To be a successful exporter, one needs to seek a good forwarder. These third party companies dealing in transportation coordinate the movement of products across the globe. They also act as information sources that can be used as a guide by new exporters. Some of these exporters include BDP Logistics, Panalpina, Kintetsu, Expeditors, and Schenker (Kafiris, 2010). Export documents are integral in international shipments. Sans proper documentation, coffee beans cannot be exported. Proforma invoices are used to confirm that coffee beans were ordered in the United States, incoterms before they are shipped, payment terms, and pricing. Clients to obtain import licenses and financing that make accuracy essential will use the Proforma invoice. On shipment, the coffee beans require a commercial invoice, a shipper’s export declaration, and a packing list. Additional required documents are material-safety data sheets, ocean bill of lading, and certificate of origin. Good customer service involves; enquiring import requirements for coffee beans from consumers and sending the customer accurate documents before arrival of the coffee beans at the port (Kafiris, 2010). To become an exporter, we will need knowledge and skills to be successful. These are harmonization code knowledge for classification of the coffee beans for SED, fundamental understanding on the working of ocean freight, know dialing codes for faxes and phone calls, know global geography like major ports, and selection of appropriate incoterms (Kafiris, 2010). For export payments, there are four methods of payment with different risk levels. The highest risk method is open terms where the coffee beans will be shipped in good faith that payment will be made. Pre-payment has the lowest risk for the exporter, but high risks for importers as the customer pays before shipping. Time and sight drafts are similar to cash on delivery with moderate protection to the exporter. Goods are shipped without pre-payment b ut are released only after payment. Letters of credit refer to financial contracts that involve mediation by a bank in the transfer and payment of the coffee beans. It is the safest mode of payment for exporters, although one should seek training in this method to avoid fee discrepancy and fraud (Kafiris, 2010). Imports of coffee beans from Vietnam to the United States have gone up by 70% in the last decade with coffee consumption in Vietnam going up by a similar percentage (International Trade Program 2008). The demand for coffee beans has gone above market clearing level with crop yield and market price being at an all time high. The additional use of independent specialty roasters has acted as an indicator of coffee’s increased demand. Our company will target the specialty roaster market. Discerning customers insist on coffee beans of the highest quality and furnish the gourmet coffee market that is growing and represented by large US companies including Starbucks, as well as other thousands of small scale specialty roasters. Specialty roasters are also willing to pay more for Arabica beans that our company will deal in. They attempt to distinguish their companies through the characteristics of the coffee beans that they utilize, such as growing location, methods of farming, and bean size (International T

Who is Under Bondage? :: The Mission A Respectable Trade Slavery Essays

Who is Under Bondage? In analyzing two films, A Respectable Trade and The Mission, the oppression of the slaves and the indigenous people of the Guarani is strikingly blatant. The cruelty of the slave owners in A Respectable Trade and the Spanish and Portuguese who killed the Gauarani tribe in The Mission probably provokes disgust in the emotions of the viewer. Yet perhaps sympathy could also arise for a less obvious third party. Though the lives of the slaves were not their own, Francis Scott, their manager, was under bondage as well, in her own marriage. Though the Guarani were subject to either slavery or the converting of their lives to Christianity, the Jesuits, those that were responsible for converting them, were also bound to the decisions of another, in this case the church as an institution. The difference in the bondage of these two parties is that the slaves and Gauarani did not have a choice, whereas Francis and the Jesuits did. Despite their decisions to bind themselves to another entity, th ough, Francis and the Jesuits faced their own oppression. Yet, Francis and the Jesuits managed to exert their own control over the slaves and the Guarani while still being ultimately subjected to the contracts they voluntarily agreed to. They acted against their oppressors. Francis Scott in A Respectable Trade puts herself under bondage from the very moment she decided to get married. Francis asked for a job as an instructor and ended up with a slave-trading husband. Josiah was interested in her higher social status so as to boost his trade and wealth and perhaps move â€Å"across the river† with the wealthier class people. Little did Francis know she would be instructing slaves. This social process leads to the fact that, when analyzing their marriage in a class perspective, the relationship is feudal. Francis had a contract to serve Josiah in a specific way, and as her uncle warned her, she became Josiah’s property. As a feudal relationship, Josiah controlled the surplus from the profit of the slaves, and Francis received an allowance for managing them. Though Francis had a higher social status and education, ran the household, and even supposedly co-partnered with her husband, Josiah still had the ultimate control. This is illustrated f rom the very beginning of their marriage when Josiah and a fellow merchant raped one of the slaves, despite Francis’s plead. His control in this feudal class process is further exemplified through the fact that Josiah ultimately made all the economic decisions despite Francis’s influence.

Fast Foods Essay

  Obesity among kids in the United States is on the rise. Many studies have shown the correlation between obesity and the fast food. The statistics show that in the United States almost six out of every ten people eat fast foods. The habit of eating fast foods is not a recent development. History has it that the practices could date as early as 512BC (think quest). During this period, some Egyptian restaurants offered a single dish of wild fowl, cereal, and onions. Ever since that, time restaurants have completely and progressively changed. Today there are thousands of restaurants all over the world. Most the fast foods sold always have some characteristics in common, in whichever part of the world the restaurant is located. It has been established that in most adults eat more fast foods because of the increasing working hours and not finding time for home cooked meal (Morgan, 2004). The other reason is that there are so many tasty choices for one to choose from. Furthermore, it does not take long to get the fast foods when one is in a hurry. Making it quite convenient for students and kids. Many American kids love fast foods like the specially created â€Å"combo† meals that are sold by the many restaurants specifically for them. The meals are always colorfully boxed and sometimes toys included for attracting the kids. Many kids seem to love the idea of going out with their friend and parents because they know that in process they get to buy the foods and snacks. Children would nag and insist on going out and have various kinds of of fast foods rather than having the homemade food. This is not surprising for they are easily lured by the attractive advertisement of fast foods oblivious of the dangers associated with them (Buzzle articles). The nutrition content of most fast foods is a worrying thing. Most of them have proven to be very unhealthy for kids and results in the increasing incidences of obesity among the them. These foods are sold cheaply something that consistently tempts the consumers to them.   It is a known fact that most of the fast foods are usually high in fat, cholesterol and sodium. Eating of these fast foods over along period of time lead to many health problems like the high blood pressure , heart diseases and obesity. Research data Various researches have been done to determine the extent to which fast foods are contributing to obesity not only in children but also in the entire human community. For example, a study by the USDA’s agricultural research service on some 90000US citizens established that over a quarter of adults in age group above 20 years eat fast foods daily. These foods are highly sugary; contain fats, carbohydrates and too many proteins (food navigator, 2004). Furthermore, research by a team lead by Mendoza aimed specifically at the content of the kid’s fast food. They targeted the meals served at some ten well-known regional restaurants situated in Houston. In their studies, the team found that only three percent of the food offered at these eating-places met the seven key standards set by the national school lunch program for meals intended for children in the kindergarten and through third grade. The meals which were referred to as the â€Å"best choice† were only made up of deli-style sandwich,-turkey, ham, roast beef or tuna-combined with a fruit, such as apple slices or raisins (ARS, 2009). Other meals include plain hamburger, fruit s, and low fat milk as well as a beverage. The meals that failed to meet the school lunch guidelines had more than 65 percent of fat. Furthermore, 75 per cent of the meals had too, little calcium, 82 percent had too little iron and 85 percent too little vitamin. Also according to Mendoza, the energy density of the fast foods not meeting the school lunch standards was 2.3 calories per gram compared to only 1.5 calories recommended by the standards. These findings though obtained from Houston alone qualify well to represent the reality nationally. According to the researchers, Houston is the fourth largest city in the United States. In addition, 10 of the restaurants there are among the 13 of the nation’s regional national fast food chains, which sell kid’s fast food (ARS, 2009). Most of these researches were spurred by the increasing levels in the number of obesity case among children. In fact, it has been established that more than 16 percent of children in the United States were overweight. In addition, there was a doubling in the estimated incidences of overweight among children and triple in the rate among adolescents. There was also the concern of by the pediatricians and other health care professionals that found the child obesity trend quite alarming and its potential death consequences. These findings related to the number of meals eaten away from homes. The rate of meals eaten away from home has grown from 20 percent in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1970s to more than 30 percent presently. In a Further survey by the department of agriculture food surveys of Americans, 25 percent of us children aged between four and eight would on a typical day take fast food (ARS, 2009) The effects The main consequence of this fast food has been the increase in the number of overweight children. These yummy tasty and low costs happy foods are the attributes. One big challenge associated with this fast food is that it is becoming socially accepted (Milos, 2010). Many purple would decide to overcome guilt by giving themselves a treat by going to consume these food. There are commercials all over urging people to get latest desserts and other food. This has made it look superficially right but that is not the case.   The various ingredients of these foods have distinct health effects. Some people argue that we are in an era of junk food. The children have been driven away from the green leafy vegetable and only relish these fast foods. The effects that come out are irreversibly harmful. The excess sugar in these fast foods and the sodas laed to diabetes in the children’s body. They may develop the type 2 diabetes that is more prominent with the grand parents and parents (my child health   Ã‚  Ã‚  ). In this case, the body fails to produce adequate insulin that controls the sugar levels and the body metabolism. In addition, the fats and saturated fats lead to high levels of cholesterol in the blood. The cholesterol is associated with many heart complications. Such heart problems can lead to increase in major heart diseases. Furthermore, the fats can ale to a condition known as dyslipidemia, which occurs when the LDL levels and triglycerides are abnormally high (Buzzle). These can put the children in a very precarious situation of coronary heart diseases. Some of these fast foods contain excess sodium that is a big contributor of high blood pressure. Increase in the blood pressure can lead to rupture and cracks in the blood vessel walls. The human body uses lipoproteins in repair of these walls converting it into substance that contains cholesterols hence lead to increase in the cholesterol levels ( Eric, 2005). As children, indulge more and more in this fast food, their bodies become deficient of vitamins and iron. This is because most of these foods do not contain such nutrients. They therefore become anemic. This makes them lethargic and get tired so easily. This is because their diets always almost become completely deficient of green vegetables and fresh fruits causing great deficiency of both macro and micro nutrient supplements in their bodies (my child health). The result of this is reduced immunity making the children to become highly susceptible to various diseases and ailments. The body also becomes deficient of calcium that makes their teeth to be very weak, nails and bones brittle. The various preservatives used in these foods may also be carcinogenic. Remedy to fast foods problems It is important to note that there is no such a thing as bad food. Any food can fit into a healthy meal plan. The fast food chains should therefore revamp their menus to respond to the customer’s comments. These has been observed in some restaurants for   example there are those that do not serve food with trans fat, but instead have more fruits and vegetables . According to the CYWH Staff, the following tips can be helpful in setting up a healthy diet. It is advisable to choose boiled foods over fried ones likes the grilled chicken sandwich instead of fried chicken or chicken nuggets. Secondly, one should     choose soups hat are not cream based. This means that if the names of these soups include something like â€Å"creamy tomato soup† or any of that kind, then they should be avoided. The foods should have low –fat salad instead of full–fat salad kind. One should choose low fat milk, or diet sodas instead of regular sodas, fruits drinks, milkshakes, or whole milk.   If you can access fruits and vegetables, they should be added to the meal. For example, have lettuce and tomato on sandwiches or burgers. When one orders for foods like pizza its good to add veggies instead of meat , as well as getting thin crust instead of deep fish. Conclusion Since many researches have clearly established that restaurants selling fast foods have great contribution into the effects of these foods like the obesity, there should be a regulation into their activities. A study by the NBER established that the proximity of these restaurants s to work places and learning institutions have had a big impact into these. For example for pregnant women, having such a restaurant within 0.10 miles increases the probability of gaining 20 kilos during their pregnancy( NBER). As for children, having the restaurants within proximity of 0.25 to 0.50 miles had the same implications. It follows that such restaurants should be away from children. Policies should be laid in place to restrict the availability of fast food in residential areas and schools. References Eric S, Fast Food Nation, Harper Perennial, (2005). Morgan S, (2004), Super Size Me, Movie Reviews Agricultural research service, kid’s fat food and obesity. Accessed on August 2, 2010   Ã‚   from http://www.ars.usda.gov/is/AR/archive/oct09/kids1009.htm Buzzle, Fast Foods and the Child Obesity. Accessed on August 2, 2010 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.buzzle.com/articles/fast-food-and-child-obesity.html Milos P. (2010), Are fast food and obesity, accessed on august from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://ezinearticles.com/?Are-Fast-Food-and-Obesity-Related?&id=357337 Think quest, Welcome to the Real Truth about Fast Foods and Nutrition, Accessed On  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   August 2, 2010 from http://library.thinkquest.org/4485/ My child health, Effects of Fast foods on children, Accessed on August 3, 2010 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.mychildhealth.net/effects-of-fast-food-on-children.html NBER, the national bureau of economic research, Accessed on August 3, 2010 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.nber.org/aginghealth/2009no1/w14721.html

College 101 What Is an Incomplete

Even if youre the most conscientious student, situations can come up that may temporarily interfere with your college life. Something like a family emergency or a personal illness or injury can quickly put you behind on your coursework. Its in situations like these that you may need to request an incomplete. Dont worry: Its something that happens at institutions of higher learning everywhere, and most have a policy in place to deal with student emergencies. What Does Getting an Incomplete Really Mean? The language at your school may vary, but whether its called taking an incomplete, asking for an incomplete, being granted an incomplete, or simply getting an incomplete, an incomplete buys you extra time to finish your coursework should an unexpected life event come up. Taking an incomplete in a college course is exactly just what it sounds like: Your participation in the class is incomplete.You were unable to finish the required coursework by the time the semester or quarter concluded. Even if your request for an incomplete is granted and you are given an extension on your deadlines, you will be required to finish your work prior to whatever new deadline youve been given in order to pass the course and get credit. That said, an incomplete is a useful option to pursue because it can keep you from having to withdraw from or fail a class. However, if you simply decided that you disliked a class and didnt turn in your final paper, thats a different situation. Since you had no intention of finishing the required coursework, youd most likely get an F for the class and receive no course credit. When Is an Incomplete Acceptable? Although you might think that the term incomplete has negative connotations, taking an incomplete in college doesnt necessarily indicate any kind of mistake or poor judgment on the part of a student. In fact, incompletes can be incredibly helpful for those who find themselves in unexpected, difficult, or unavoidable situations. Students take incompletes for all kinds of reasons. In general, if circumstances beyond your control prevent you from completing your coursework, you may be eligible to apply for an incomplete. For example, if you came down with a severe illness or were in an accident that required hospitalization or a long recovery period, the registrar and your professor would likely grant you an incomplete. On the other hand, if you simply wanted to take a three-week trip to France with your family before the semester officially ended, that likely would not qualify you for an incomplete. As much as you may have wanted to travel with your family, it would not be strictly necessary for you to join them. (In medicine, the analogy would be having cosmetic surgery versus an appendectomy. As much as a nose job might improve your appearance, its strictly elective. The appendectomy, however, is usually a life-saving procedure.) How to Ask for an Incomplete Similar to a withdrawal, the registrars office needs to grant you an official incomplete. You will, however, need to coordinate your request with several parties. Since incompletes are granted only in unusual circumstances, youll likely need to discuss your situation with your professor (or professors), your academic adviser, and possibly an administrator such as the dean of students. You Can Complete the Coursework In contrast to a withdrawal (or a failing grade),  incompletes can be changed on your transcript once the required coursework is completed. You will usually be given a certain amount of time to finish the course requirements, at which point you will receive a grade just as if youd never stopped and restarted the class. Should you need to take more than one incomplete during a semester, make sure youre clear on what you need to do to finish each class as well as the deadline requirements. An incomplete can help you deal with an unexpected situation, but the ultimate goal is to allow you  to finish your coursework in a way that best supports your academic goals.