Ancient China Essay -- essays research papers

One of the most important inventions of all time was the invention of gunpowder. â€Å"Imagine their enemy's surprise when the Chinese first demonstrated their newest invention in the eighth century AD. Chinese scientists discovered that an explosive mixture could be produced by combining sulfur, charcoal, and saltpeter (potassium nitrate). The military applications were clear. New weapons were rapidly developed, including rockets and others that were launched from a bamboo tube† (Franklin Institute). The Chinese are known for their inventions that still are used in the modern day. Those inventions are paper, gunpowder, books, and much more.   Ã‚  Ã‚  Ã‚  Ã‚  Gunpowder was discovered in the tenth century by Chinese medicine men that were looking for the secret to immortality. They thought that gunpowder could be used as a medicine of some sort. â€Å"The invention of gunpowder gave the Chinese a distinct advantage over their enemies, changing the nature of warfare† (Ken Hsu, Willy Hsu, Micheal Lu).   Ã‚  Ã‚  Ã‚  Ã‚  At first gunpowder was used to blast rocks apart and to make fireworks, later to be used as warfare. To medieval Chinese it was simply an aid to esthetic pleasure. By the 10th century, gunpowder began to be used for military purposes in China in the form of rockets and explosive bombs fired from catapults. The first reference to cannon appears in 1126 when oil bamboo tubes were used to launch missiles at the enemy. Eventually bamboo tubes were replaced by metal tubes, and the oldest cannon in China dates from 1290. From China, the military use of gunpowder appears to have spread to Japan and Europe. â€Å"It was used by the Mongols against the Hungarians in 1241 and was mentioned by Roger Bacon in 1248. By the mid 14th century, early cannons are mentioned extensively both in Europe and in China.† (Jack Kelly). In China as in Europe, the use of gunpowder to produce firearms and cannons was delayed by difficulties in creating metal tubes that would contain an explosion. This problem may have led to the false myth that the Chinese used their invention only for the manufacture of fireworks. In fact, gunpowder powered cannons and rockets were extensively used in the Mongol conquests of the 13th century and were a feature of East Asian warfare afterwards. â€Å"The short squat and thick city walls of Beijing for example, were specifically designe... ...emoved by hand. The fibers are beaten in a blender or by hand to a creamy pulp. At this stage, dyes can be added to create colored papers. The pulp is poured into a large tub and the fibers are suspended in the water. The artisan dips a framed screen into the water and with great skill, lifts it to the surface catching the fibers onto the screen. The screens can be left in the sun to dry, or be transferred to boards, pressed, smoothed and then dried. â€Å"It wasn't until the invention of paper that information could be recorded and passed on cheaply and in greater quantity† (Paper Trading International).   Ã‚  Ã‚  Ã‚  Ã‚  Over the many years of experimenting it has paid off for the Chinese. I researched two great masterpieces from it. But there were many more inventions, like the compass, medicine, printing, embroidery and silk. When trying to find the secret to immortality they made gunpowder with a bang! When getting bored trying to make something to send messages on they made the great paper. Both of these inventions are still used this very day, maybe it will be used for a lot more in years to come.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Science Assignment

To investigate whether the ripening of bananas will speed up when placed with already ripe bananas in a brown paper bag. Hypothesis: The brown paper bag and already ripe bananas will ripen the unripe banana quicker. Investigation Design: The control of the experiment will be a pair of two unripe bananas which will not have any interference with their natural ripening process until the end of the experiment. The independent variable will be the presence of ripe bananas in one scenario, as well as a brown paper bag in the second scenario. The dependent variable will be the ripening of the banana.Everything else, the room temperature, type of banana, etc, will remain common to ensure the experiment is valid and reliable. To increase reliability, the experiment should be repeated. Method: 1 . Collect six unripe bananas, four ripe bananas and a brown paper bag 2. Set one pair of unripe bananas on a bench/table 3. Set down a pair of unripe bananas as well as a pair of ripe bananas, alongsi de the first pair, making sure they are at least 1 Com away from the first pair 4. Set down the remaining four bananas (two ripe, two unripe) another Com away from the previous bunch; place these in a brown paper bag. 5.Take photos of each of your three bunches, separately 6. Record your observations in a table 7. Wait a day before repeating step 5 and 6. 8. Repeat step 7 until all bananas are ripe. Risk Assessment: Be careful where you Step, there may be bananas on the floor, or other obstacles. Be careful with the paper bag, this is to avoid paper cuts. The main component of the experiment is edible; keep family members and other observers away! Results: Daly – Friday 14th June Bananas were purchased and the experiment was set up. The ripe bananas came from the same hand, as did the unripe ones. The experiment will be conducted indoors.Day 2 – Saturday 15th June The unripe bananas in all three bunches have shown a slight change in color, they are becoming more yellow . The lone pair of unripe bananas are very slightly behind the other 2 bunches. Day 3 – Sunday 1 6th June Both bunches of bananas that weren't in the brown paper bag showed that they did ripen. The bunch of bananas in the brown paper bag did show a slight, but certain, difference to the others, they are ripening quicker. Day 4 – Monday 17th June The difference between the bunch in the brown bag and the other 2 bunches is starting to become more noticeable, although this is only by close analysis. Front, they are still all fairly alike. Day 5- Tuesday 1 8th June The brown bag bananas have shown a massive difference in their ends, not so much their middle parts. The others are ripening too, but not at the same rate. Day 6 – Wednesday 19th June The lone bananas are ripening naturally and are now a satisfying yellow. The mix of ripe and unripe bananas is very slightly more yellow than the first bunch. The bunch from inside the bag is ripe too, with the already ripe bananas beginning to rot. Day 7 – Thursday 20th June Within the week, the plain bananas have ripened quite well to produce a well pipe and ready to eat fruit.The next set of bananas is just as ripe; with the originally ripe bananas starting to rot (this may be simply due to natures course). The bunch from the bag are definitely more yellow, with the originally ripe bananas getting quite a few brown marks to show the beginning of them rotting. Day of Observation Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Bunch 1 (2 unripe bananas) Green (no change) Green slight yellow tinge Green -> yellow tinge Green -> almost completely yellow Green yellow except for each end Green yellow Green -> completely yellow Bunch 2 (2 unripe and 2 ripe bananas)Green and yellow (no change) -Green -s slightest tinge -Yellow haven't changed -Green -> yellow tinge -Green -> almost completely yellow -Yellow are becoming a darker shade of yellow -Green yellow except for each end -Yellow are slowly browning -Green -> yellow -Green completely yellow -Yellow are beginning to show brown dots Bunch 3 (2 unripe and 2 ripe bananas in a brown paper bag) -Green slight yellow tinge -Green almost completely yellow -Yellow are not beginning to brown -Green yellow except for tiny part on each end -Yellow are browning -Green yellow -Yellow are beginning to rot -Green completely bright yellow Yellow are now major brown and rotten Research and Analysis: RESEARCH When bananas are harvested they are placed in a ‘ripening room' to replicate the climate conditions of heat and humidity. These conditions are constant, much like those of my experiment. Due to the set temperature of these rooms, the bananas start to respire. The ethylene given off by bananas, as well as other fruits, helps to kick start the ripening process. This is somewhat like my experiment in the sense that the brown paper bag was holding the ethylene in. This ethylene may have also effected the second bunch, although to as much be cause they did not have a bag to confine the ethylene in. The natural ethylene of bananas is the same as the ethylene artificially produced in these ‘ripening rooms.To delay ripening may remove ethylene gas, which cannot be completely done as they do contain ethylene. Placing a banana alone may help support the delay of ripening it; this is much like bunch 1 in my experiment. Even though it was indoors, the varying temperature made the ripening process differ to that of a temperature controlled room. Although this may replicate bananas ripening in a natural way to an extent. ANALYSIS Strengths: The experiment contained a control which helped with comparisons. All the controlled variables were kept the same. The 3 bunches allowed more conclusions to be made about the effects of not only a brown paper bag, but also the presence of other bananas.The photos were taken at the same time of day, to increase reliability of results. Weaknesses: Naturally, bananas ripen under sunlight, which we did not carry out. Only color, not taste, was assessed as an indicator of ripeness. The bananas may not have been sufficiently spaced to properly isolate them from each others' paving off of ethylene gas. Comments: The already ripe bananas showed a more noticeable change, which was not expected. The bananas ripened quicker than expected, which made the experiment have a shorter duration time. The difference between the three different bunches was not as significant as I expected. Conclusion: The results support the hypothesis, and the research also backs up this.

Can breastfeeding prevent childhood obesity - Free Essay Example

Sample details Pages: 11 Words: 3274 Downloads: 3 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Tags: Childhood Essay Childhood Obesity Essay Obesity Essay Did you like this example? Can breastfeeding in the first six months prevent childhood obesity? Childhood obesity is becoming a worldwide concern given the potential health implications in the future. Obese children are more likely to suffer physical and mental health problems and are likely to develop into obese adults (Labayen, Ruiz et al. 2012), thereby increasing the long term risk of developing chronic conditions such as diabetes, cardiovascular diseases and stroke. Don’t waste time! Our writers will create an original "Can breastfeeding prevent childhood obesity?" essay for you Create order The cause of childhood obesity is multifactorial, including hereditary factors, comorbidities, dietary habits and physical activity. There is much debate as to the impact of breastfeeding during the early stages of life and how it correlates with childhood obesity compared with formula-fed newborns. Breast milk is nutritionally balanced to provide infants with all dietary requirements during the early stages of life. It also provides antibodies to reduce infection risks in newborns. Breast milk constitutes the appropriate amounts of protein, water, fat and sugar for a newborn and changes composition over time to adapt to a growing child’s needs. Formula tends to be higher in protein and fat than the baby actually requires and this excessive intake has been linked with adiposity (Hernell 2011). Marseglia et al have reviewed the potential impact of key breast milk constituents thought to play a role in reducing obesity risk (Marseglia, Manti et al. 2015). There hav e been a number of recent reviews discussing the association between breastfeeding and childhood obesity, all of which have concluded that breastfeeding confers a protective effect against childhood obesity and being overweight (Horta and Victora 2013, Aguilar Cordero, Sà ¡nchez Là ³pez et al. 2014, Lefebvre and John 2014, Yan, Liu et al. 2014). The largest reduction in obesity risk was 81%, reported in a study of females aged 11 years of who had been breastfed for more than three months compared with controls who had never been breastfed (Panagiotakos, Papadimitriou et al. 2008). The males in the same study had a reduced risk of 72% and both results were statistically significant. However, other literature reports either no association between breastfeeding and childhood obesity (Burdette, Whitaker et al. 2006, Huus, Ludvigsson et al. 2008, Jing, Xu et al. 2014), or an increased risk of obesity following breastfeeding of 9% (Kwok, Schooling et al. 2010), 10% (Novaes, Lamoun ier et al. 2012), 11% (Buyken, Karaolis-Danckert et al. 2008), 14% (Sabanayagam, Shankar et al. 2009), 18% He (2000), 29% (Al-Qaoud and Prakash 2009), 34% (Neutzling, Hallal et al. 2009), 40% (Toschke, Martin et al. 2007) and 83% (Araà ºjo, Victora et al. 2006), although none of which were statistically significant. Some studies suggest that there is a dose-response relationship, with increased duration of breastfeeding resulting in a decreased prevalence of being obese in childhood (von Kries, Koletzko et al. 2000, Fallahzadeh, Golestan et al. 2009, Griffiths, Smeeth et al. 2009, Yan, Liu et al. 2014). In contrast, other studies have reported no significant association between breastfeeding and its duration and obesity prevention (Burke, Beilin et al. 2005, Al-Qaoud and Prakash 2009, Sabanayagam, Shankar et al. 2009, Vehapoglu, Yaz?c? et al. 2014). One meta-analysis analysed the association between breastfeeding duration and obesity (Yan, Liu et al. 2014). As eligible s tudies reported different durations, the review categorised breastfeeding duration into less than three months, 3-4.9 months, 5-6.9 months and seven or more months. Those exclusively breastfed for at least seven months had a 21% decrease in the risk of childhood obesity, whilst those fed for less than three months only showed a 10% decrease. They concluded that the duration of breastfeeding was associated with a decreased likelihood of childhood obesity and reported a stepwise gradient of decreasing risk with increasing duration of breastfeeding. Single studies report a significant protective effect against childhood obesity when breastfeeding is done for at least one to three months (Goldfield, Paluch et al. 2006), three months (Twells and Newhook 2010), 13-25 weeks (McCrory and Layte 2012), four months (Scholtens, Gehring et al. 2007, Griffiths, Smeeth et al. 2009, Chivers, Hands et al. 2010), nine months (Nelson and Sethi 2005), 12 months (Burke, Beilin et al. 2005) and two or more years (Rathnayake, Satchithananthan et al. 2013). However, the differences in study design make it difficult to directly compare findings as the comparator groups can be formula-fed babies or babies’ breastfed for short durations. For studies investigating the impact of breastfeeding for at least six months on childhood obesity, the comparator group can be either newborns breastfed for less than six months (i.e. mixed feeding of variable durations) or newborns exclusively formula-fed. Additionally, the age of the children being assessed also differs in studies. When comparing those breastfed for at least six months with those breastfed less than six months, studies report a reduction in obesity risk of 60% when assessing two year olds (Weyermann, Rothenbacher et al. 2006), 54% and 43% in four year olds (Komatsu, Yorifuji et al. 2009, Simon, Souza et al. 2009), and 67% in six year olds (Thorsdottir, Gunnarsdottir et al. 2003). This suggests that the age of assessment affects the degree of risk reduction observed. However, when comparing against formula-fed newborns there are studies reporting reductions of 14%, 28% and 67% for three year olds (Poulton and Williams 2001, Armstrong, Reilly et al. 2002, Taveras, Rifas-Shiman et al. 2006), 6% for four year olds (Moschonis, Grammatikaki et al. 2008), 45% for seven year olds (Yamakawa, Yorifuji et al. 2013), 60% for nine year olds (Toschke, Martin et al. 2007), 64% for 11 year olds (Poulton and Williams 2001), 21% for 21 year olds (Poulton and Williams 2001) and 6% for 45 year olds (Michels, Willett et al. 2007). This data suggests that observing adults to determine the impact of breastfeeding on obesity is not advisable. Only one study reported an increased risk of obesity for newborns breastfed more than six months compared with formula-fed newborns, reporting a non-significant 40% increased risk of obesity in nine year olds (Toschke, Martin et al. 2007). Interestingly, very few detailed, for those breastfeeding for at least six months, whether the feeding duration was exclusively breastfeeding or mixed. Only two studies (Simon, Souza et al. 2009, Yamakawa, Yorifuji et al. 2013) reported on exclusive breastfeeding. There is evidence that exclusive breastfeeding also results in a decreased prevalence of being obese in childhood (Fallahzadeh, Golestan et al. 2009, Simon, Souza et al. 2009, Lefebvre and John 2014). Mayer-Davis et al (2006) compared exclusively breastfed newborns with exclusively formula-fed newborns and found that the breastfed children were significantly less likely to be overweight (34%) and that the results were not affected by maternal weight or diabetes status (Mayer-Davis, Rifas-Shiman et al. 2006). When exploring the differences between studies who defined breastfeeding as â€Å"Never – ever† and those reporting â€Å"exposure† to breastfeeding (implying mixed feeding practices of different types), a sy stematic review found a reduced likelihood of obesity in the exclusive feeding group of 20% and in the mixed group of 27% (Yan, Liu et al. 2014). This was supported by another review comparing â€Å"ever† breastfed with â€Å"exclusively breastfed for a specific number of months†, the latter showing a 27% decreased risk compared with the former at 21% (Horta and Victora 2013). That review postulated that if there is no critical window effect, but rather a cumulative effect of breastfeeding, studies that compared ever vs. never breastfed subjects will tend to underestimate any association. Any observed association between breastfeeding and later obesity does not prove causality (Butte 2001). There may be any number of potential confounders impacting on the relationship including geography, social deprivation status, parental weight status, smoking, marital status and education, ethnicity, gender, number of hospital admissions during the early stages of life, di et, sleep duration and physical activity. Whilst a number of studies discuss their impact, very few studies actually provide control for these factors in their analysis. The issue of geography is a potential confounder of any association between breastfeeding and obesity. In high-income countries, the babies usually receive formula, whereas many non-breastfed infants in low and middle income countries receive whole or diluted animal milk (Horta and Victora 2013). However, Hancox et al have reported that whilst breastfeeding reduced the risk of obesity slightly, there was no evidence that an association between breastfeeding and body mass index (BMI) was different in lower income countries compared with higher income countries (Hancox, Stewart et al. 2014). The socio-economic status of the mother may also contribute to the child’s weight status in childhood. The World Health Organisation (WHO) review analysed obesity risk in studies also controlling for social de privation and found a further 3% decrease in the risk of obesity to 37% compared with studies which did not (34%) (Horta and Victora 2013). Armstrong et al reported that the reduced prevalence in obesity for breastfed children also persisted after adjustment for socio-economic status, birth weight and gender (30% reduction) (Armstrong, Reilly et al. 2002). The impact of gender was prominent as Nelson et al reported that breastfeeding for at least nine months reduced the risk of being overweight more in girls than in boys (Nelson and Sethi 2005). A similar gender inequality was reported by Panagiotakos et al with girls breastfed for more than three months having a larger reduced risk of obesity than the boys (Panagiotakos, Papadimitriou et al. 2008). Sibling studies have been unable to rule out the impact of confounders on childhood obesity. One study which controlled for this as part of a sibling study reported the adolescent BMIs were 0.39 standard deviations lower in th e breastfed sibling than the non-breastfed sibling (Metzger and McDade 2010). However, another study of sibling pairs was unable to prove a protective effect for breastfeeding (Nelson and Sethi 2005). As well as the lack of control for confounders, other study limitations may affect the results reported. Definitions of obesity vary from a BMI of ?90th to ?97th, making any direct comparison of the outcome problematic. During their meta-analysis Yan et al investigated the association of breastfeeding and obesity, stratifying by the definitions of obesity and found a lower adjusted odds ratio for the BMI ? 97th group (25%) than the BMI ? 95th group (22%) (Yan, Liu et al. 2014). Most studies varied in the time when obesity was measured. As the definition of childhood can extend from one year olds to adolescents, there is an increasing influence of external and genetic factors on a child’s weight as potential confounders for any weight gain. When Scholtens et al looked at children breastfed for at least four months they reported a significantly lower BMI at age 1 compared to children not breastfed, but at age 7 this difference was no longer significant (Scholtens, Gehring et al. 2007). The WHO review reported a 38% decreased risk of obesity when assessing 10-19 year olds compared with 23% for 1-9 year olds and 11% for adults aged 20 and over, suggesting that endpoint for analysis is critical in determining the impact of breastfeed on obesity at various stages in childhood (Horta and Victora 2013). Finally, study design and follow up can affect the findings as high dropout rates affect long term follow ups, and the methodology used to analyse the results can produce unreliable results. Beyerlein et al investigated the impact of breastfeeding on children’s BMI in Germany but was unable to make any firm conclusions as the results differed according to whether they used linear or logistic regression (Beyerlein, Toschke et al. 2008). To summarise, there is a wealth of literature reporting the decreased risk of childhood obesity for newborns who are breastfed, although there was limited literature exploring those breastfed for at least six months. However, most studies cannot completely control for confounding maternal, child, cultural, genetic and environmental factors. The WHO recommend that infants should be exclusively breastfed for the first six months and that it should be supplemented with additional foods for the first two years (World Health Organisation 2015). Following close examination of the literature, we would conclude that breastfeeding for at least six months should reduce the risk of obesity in early childhood, although the protective effect may be lost in latter childhood depending upon the child’s upbringing. References Aguilar Cordero, M. J., A. M. Sà ¡nchez Là ³pez, N. Madrid Baà ±os, N. Mur Villar, M. Expà ³sito Ruiz and E. Hermoso Rodrà ­guez (2014). [Breastfeeding for the prevention of overweight and obesity in children and teenagers; systematic review]. Nutr Hosp 31(2): 606-620. Al-Qaoud, N. and P. Prakash (2009). Breastfeeding and obesity among Kuwaiti preschool children. 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Butte, N. F. (2001). The role of breastfeeding in obesity. Pediatr Clin North Am 48(1): 189-198. Buyken, A. E., N. Karaolis-Danckert, A. Gà ¼nther and M. Kersting (2008). Effects of breastfeeding on health outcomes in childhood: beyond dose-response relations. Am J Clin Nutr 87(6): 1964-1965; author reply 1965-1966. Chivers, P., B. Hands, H. Parker, M. Bulsara, L. J. Beilin, G. E. Kendall and W. H. Oddy (2010). Body mass index, adiposity rebound and early feeding in a longitudinal cohort (Raine Study). Int J Obes (Lond) 34(7): 1169-1176. Fallahzadeh, H., M. Golestan, T. Rezvan ian and Z. Ghasemian (2009). Breast-feeding history and overweight in 11 to 13-year-old children in Iran. World J Pediatr 5(1): 36-41. Goldfield, G. S., R. Paluch, K. Keniray, S. Hadjiyannakis, A. B. Lumb and K. Adamo (2006). Effects of breastfeeding on weight changes in family-based pediatric obesity treatment. J Dev Behav Pediatr 27(2): 93-97. Griffiths, L. J., L. Smeeth, S. S. Hawkins, T. J. Cole and C. Dezateux (2009). Effects of infant feeding practice on weight gain from birth to 3 years. Arch Dis Child 94(8): 577-582. Hancox, R. J., A. W. Stewart, I. Braithwaite, R. Beasley, R. Murphy, E. A. Mitchell and I. P. T. S. Group (2014). Association between breastfeeding and body mass index at age 6-7 years in an international survey. Pediatr Obes. Hernell, O. (2011). Human milk vs. cows milk and the evolution of infant formulas. Nestle Nutr Workshop Ser Pediatr Program 67: 17-28. Horta, B. L. and C. G. Victora (2013). Long-term effects of breastfeeding: a systemat ic review, World Health Organisation: 74. Huus, K., J. F. Ludvigsson, K. Enskà ¤r and J. Ludvigsson (2008). Exclusive breastfeeding of Swedish children and its possible influence on the development of obesity: a prospective cohort study. BMC Pediatr 8: 42. Jing, H., H. Xu, J. Wan, Y. Yang, H. Ding, M. Chen, L. Li, P. Lv, J. Hu and J. Yang (2014). 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DAngelo, C. Cuppari, V. Salpietro, M. Filippelli, A. Trovato, E. Gitto, C. Salpietro and T. Arrigo (2015). Obesity and breastfeeding: The strength of association. Women Birth. Mayer-Davis, E. J., S. L. Rifas-Shiman, L. Zhou, F. B. Hu, G. A. Colditz and M. W. Gillman (2006). Breast-feeding and risk for childhood obesity: does maternal diabetes or obesity status matter? Diabetes Care 29(10): 2231-2237. McCrory, C. and R. Layte (2012). Breastfeeding and risk of overweight and obesity at nine-years of age. Soc Sci Med 75(2): 323-330. Metzger, M. W. and T. W. McDade (2010). Breastfeeding as obesity prevention in th e United States: a sibling difference model. Am J Hum Biol 22(3): 291-296. Michels, K. B., W. C. Willett, B. I. Graubard, R. L. Vaidya, M. M. Cantwell, L. B. Sansbury and M. R. Forman (2007). A longitudinal study of infant feeding and obesity throughout life course. Int J Obes (Lond) 31(7): 1078-1085. Moschonis, G., E. Grammatikaki and Y. Manios (2008). 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Birthweight, breast-feeding, parental weight and prevalence of obesity in schoolchildren aged 10-12 years, in Greece; the Physical Activity, Nutrition and Allergies in Children Examined in Athens (PANACEA) study. Pediatr Int 50(4): 563-568. Poulton, R. and S. Williams (2001). Breastfeeding and risk of overweight. JAMA 286(12): 1449-1450. Rathnayake, K. M., A. Satchithananthan, S. Mahamithawa and R. Jayawardena (2013). Early life predictors of preschool overweight and obesity: a case-control study in Sri Lanka. BMC Public Health 13: 994. Sabanayagam, C., A. Shankar, Y. S. Chong, T. Y. Wong and S. M. Saw (2009). Breast-feeding and overweight in Singapore school children. P ediatr Int 51(5): 650-656. Scholtens, S., U. Gehring, B. Brunekreef, H. A. Smit, J. C. de Jongste, M. Kerkhof, J. Gerritsen and A. H. Wijga (2007). Breastfeeding, weight gain in infancy, and overweight at seven years of age: the prevention and incidence of asthma and mite allergy birth cohort study. Am J Epidemiol 165(8): 919-926. Simon, V. G., J. M. Souza and S. B. Souza (2009). Breastfeeding, complementary feeding, overweight and obesity in pre-school children. Rev Saude Publica 43(1): 60-69. Taveras, E. M., S. L. Rifas-Shiman, K. S. Scanlon, L. M. Grummer-Strawn, B. Sherry and M. W. Gillman (2006). To what extent is the protective effect of breastfeeding on future overweight explained by decreased maternal feeding restriction? Pediatrics 118(6): 2341-2348. Thorsdottir, I., I. Gunnarsdottir and G. I. Palsson (2003). Birth weight, growth and feeding in infancy: relation to serum lipid concentration in 12-month-old infants. Eur J Clin Nutr 57(11): 1479-1485. Tosc hke, A. M., R. M. Martin, R. von Kries, J. Wells, G. D. Smith and A. R. Ness (2007). Infant feeding method and obesity: body mass index and dual-energy X-ray absorptiometry measurements at 9-10 y of age from the Avon Longitudinal Study of Parents and Children (ALSPAC). Am J Clin Nutr 85(6): 1578-1585. Twells, L. and L. A. Newhook (2010). Can exclusive breastfeeding reduce the likelihood of childhood obesity in some regions of Canada? Can J Public Health 101(1): 36-39. Vehapoglu, A., M. Yaz?c?, A. D. Demir, S. Turkmen, M. Nursoy and E. Ozkaya (2014). Early infant feeding practice and childhood obesity: the relation of breast-feeding and timing of solid food introduction with childhood obesity. J Pediatr Endocrinol Metab 27(11-12): 1181-1187. von Kries, R., B. Koletzko, T. Sauerwald and E. von Mutius (2000). Does breast-feeding protect against childhood obesity? Adv Exp Med Biol 478: 29-39. Weyermann, M., D. Rothenbacher and H. Brenner (2006). Duration of breastfeeding and risk of overweight in childhood: a prospective birth cohort study from Germany. Int J Obes (Lond) 30(8): 1281-1287. Yamakawa, M., T. Yorifuji, S. Inoue, T. Kato and H. Doi (2013). Breastfeeding and obesity among schoolchildren: a nationwide longitudinal survey in Japan. JAMA Pediatr 167(10): 919-925. Yan, J., L. Liu, Y. Zhu, G. Huang and P. P. Wang (2014). The association between breastfeeding and childhood obesity: a meta-analysis. BMC Public Health 14: 1267.

Sir Gawain and The Green Knight Essay - 1342 Words

Sir Gawain and The Green Knight In literature, insights into characters, places, and events are often communicated to the reader through the use of imagery within the text. Thus is the case with Sir Gawain and the Green Knight. The Pearl Poets use of imagery runs rampant within the work culminating to set forth the theme of mysticism and/or the supernatural. In this Medieval romance, the types of imagery used are that of the season or climate, the colors and textures of fabrics and jewelry, and that of the introduction of the Green Knight himself. The seasons play a major role in the development of the plot, allowing action to skip several months at a time by simply mentioning the turning of the leaves. The thematic imagery†¦show more content†¦The fog near the Green Knights demolished chapel can also be described as a change in atmosphere which leads to some mystical or magical emotions. The attires of the characters do not match up to these atmospheric conditions when it comes down the supernatural. If anything they can be said to have an unrealistic or inflated view of medieval life. The narrative opens with a holiday feast in King Arthurs court. The richness of this setting is represented by the decorations surrounding Queen Guenevere described in lines 76-80. With costly silk curtains, a canopy over, / Of Toulouse and Turkestan tapestries rich / All broidered and bordered with the best gems / Ever brought into Britain, with bright pennies / to pay. These lines also symbolize the queens role in the poem of a stately symbol of chivalric Camelot and as a female ideal. In this setting women are all around, but Guenevere is positioned above them and is surrounded by expensive, beautiful things. She is clearly made superior. Gawain, Arthurs knight who takes the Green Knights challenge, is portrayed in different lights as the story progresses. Descriptions of fabric and clothing are integral to this portrayal. When he is departing Camelot to find the Green Knight, Gawain is depic ted as a virtuous, chivalrous knight bravely facing his fate. His clothing, therefore, is red, symbolizing courage, and bears a gold pentangle, a symbol ofShow MoreRelatedSir Gawain And The Green Knight1359 Words   |  6 PagesIn the poem â€Å"Sir Gawain and The Green Knight,† a protagonist emerges depicting an Arthurian knight named Sir Gawain. Sir Gawain, King Arthur’s nephew, takes initiative by accepting the challenge requested by the Green Knight in place of his uncle. He undergoes a perilous adventure, seeking for the Green Knight to receive the final blow. Although Sir Gawain is not viewed as a hero for his military accomplishments, he is, however, viewed as a heroic figure by the Knights at the Round Table for hisRead MoreSir Gawain And The Green Knight862 Words   |  4 PagesIn Sir Gawain and the Green Knight, by an unknown author referred to as the â€Å"Pearl Poet,† we are introduced to Sir Gawain. Gawain is a knight of the Round Table and he is also the nephew of King Arthur. As a knight, Gawain is expected to possess and abide by many chivalrous facets. Throughout the poem he portrays many of the qualities a knight should possess, such as bravery, courtesy, and honor among others. Because of his ability to possess these virtues even when tempted to stray away from themRead MoreSir Gawain and the Green Knight1100 Words   |  5 PagesThe poem of Sir Gawain and the Green Knight compares a super natural creature to nature. The mystery of the poem is ironic to the anonymous author. The story dates back into the fourteenth century, but no one knows who originally wrote the poem. This unknown author explains in the poem of Sir Gawain not knowing of the location of the Green Chapel and or who the Green Knight really is. This keeps the reader entertained with the suspicion of not knowing. The author then does not give his name orRead MoreSir Gawain And The Green Knight Essay1687 Words   |  7 PagesSir Gawain and the Green Knight contains ambiguity and irony that make it interesting to read and teach. Gawain’s conflict arose when he accepted the girdle that could protect him and when he lied to his host, severing fellowship with the lord for courtesy with the lady. By utilizing a social reconstructionist philosophy of teaching that emphasizes personal beliefs and ethics, a teacher will help the students establish their identities and learn to appreciate classic literature. Sir Gawain and theRead MoreSir Gawain And The Green Knight1514 Words   |  7 PagesSir Gawain and the Green Knight is an epic poem written in the mid to late fourteenth century by an unknown author. Throughout the tale, Sir Gawain, a Knight at the Round Table in Camelot, is presented with many hardships, the first being a challenge on Christmas by a man in which, â€Å"Everything about him was an elegant green† (161). This â€Å"Green Knight† challenged someone in Camelot to accept his game which they will cho p off his head with his axe and the Green Knight will do the same to the playerRead MoreSir Gawain And The Green Knight1335 Words   |  6 PagesSir Gawain: The Ironic Knight Sir Gawain and the Green Knight is a tale of the utmost irony in which Sir Gawain, the most loyal and courteous of all of King Arthur’s knights, fails utterly to be loyal and courteous to his king, his host, his vows, and his God. In each case, Sir Gawain not only fails to perform well, but performs particularly poorly, especially in the case of his relationship with God. Ultimately, Sir Gawain chooses magic over faith, and by doing so, shows his ironic nature as aRead MoreSir Gawain And The Green Knight906 Words   |  4 Pagesusually the latter. In Sir Gawain and the Green Knight we see Sir Bertilak go off to hunt three very specific animals as a game with Sir Gawain. They agree that â€Å"what ever [Bertilak catches] in the wood shall become [Sir Gawain’s], and what ever mishap comes [Sir Gawain’s] way will be given to [Bertilak] in exchange.† (Sir Gawain†¦, ln 1105-1007). In this deal we slowly see Gawain loose his honor as paralleled with Sir B ertilak’s hunt. The first animal that is hunted by the knight is a deer, while thisRead MoreSir Gawain And The Green Knight Essay1521 Words   |  7 PagesFall 16 Donnelly Many years ago, knights were expected to form a certain type of relationship with their king, this relationship was otherwise known as fealty. Fealty is a knight’s sworn loyalty to their king (in other words a loyal relationship should be formed between the two). The use of this relationship is shown in the poem called â€Å"Sir Gawain and the Green Knight† ( the author is unknown). This poem has a classic quest type of formula, with a knight receiving a challenge and then going outRead MoreSir Gawain And The Green Knight1455 Words   |  6 PagesHowever, for Gawain in Sir Gawain and the Green Knight temptation existed around every corner while he was playing the game of the Green Knight. Temptation existed every day and each day it existed in a new way. Gawain never knew what was coming his way throughout the grand scheme of the game, but one thing was for certain he was being tested. Without his reliance religious faith and dedication to his reputation, Gawain wo uld not have been able to make it through the game of the Green Knight alive andRead MoreSir Gawain And The Green Knight Essay1020 Words   |  5 PagesBoth Sir Gawain, from â€Å"Sir Gawain and the Green Knight† translated by Marie Borroff, and Beowulf, from Beowulf translated by Burton Raffel, serve as heroes in different times of Medieval English Literature. Many of the basic principles that describe heroes in Medieval Literature are seen in both of these characters even though they were written in different times. There are distinct similarities, differences, and also a progression of what the hero was in English literature, between Sir Gawain and

Class Conflict - 1431 Words

Introduction: This essay aims to examine the extent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunity. The main body of the essay seeks to highlight the reason as to why people are members of certain classes and the effects this has on their chances for education and life opportunities, using†¦show more content†¦Dating back to Victorian times, lower, middle and upper classes existed. The lower classes would have been made up of the landless labourers. Middle classes would have included the tradesmen i.e. people with a professional skill/qual ification such as a blacksmith. Finally the upper classes would have consisted of the large farmers and business owners. The upper classes would traditionally employed people from the lower classes to run their farms or businesses. Although we have moved on since Victorian times, this social divide hasn’t changed much. There still remains today a prominent divide between the lower middle and upper class people. This can be seen now within the third level education in present days. Due to the economic crisis we are currently experiencing, less and less people are able to afford the luxury of a third level education. Sadly this is hitting the lower and working classes the hardest. Due to government cutbacks grants are being chopped leaving the less fortunate members of our society starved for further education. How does the conflict between different social classes effect education and life opportunities? As mentioned in the introduction class position and parental attitudes play a vital role in the effect that class conflict has on education and life opportunities. It has been proven that class position has a huge effect on parental attitudes in getting involved with their children’sShow MoreRelatedClass Conflict And Class Conflicts1522 Words   |  7 Pagesâ€Å"Class warfare, also referred to as class conflict or class struggle, is a form of social tension caused by conflicting and competing socioeconomic interests between people of different classes† (Zinn, 19). According to Karl Marx and several scholars, this struggle provides the lever for radical social change and development. Class conflict comes in many forms: direct and indirect violence such as wars, starvation, illness and poor working conditions; ideological, such as the production of articlesRead MoreSocial Conflict Theory : Class Conflict Essay1299 Words   |  6 Pagesindividual’s lives outweigh that service. Karl Marx constructed a social conflict theory called class conflict, this theory states that people have one of two basic relationships to the means of production they either own productive property or they labor to others. These different productive roles directly stem from different social classes. When there is severe social stratification, more social conflict arises. Marx predicted that because of this, the working majority would come togetherRead MoreMarx and Class Conflict948 Words   |  4 Pagesthe engine of change in this structure. His was no equilibrium or consensus theory. Conflict was not deviational within society s structure, nor were classes functional elements maintaining the system. The structure itself was a derivative of and ingredient in the struggle of classes. His was a conflict view of modem (nineteenth century) society. The key to understanding Marx is his class definition.1 A class is defined by the ownership of property. Such ownership vests a person with the powerRead MoreEthnic and Class Conflicts in Turkestan Essay1642 Words   |  7 Pagespolitical framework to completely destroy any signs of development. From the reasoning laid above, it becomes clear that the Kazakh-Kyrgyzs were confounded. On the basis of economic and political exploitation of the natives the framework for the social conflicts was created. Kuropatkin in the diary wrote that natives seem to accumulate the inner aversion and detestation towards both the Russian Government and the Russian setters themselves. Brower (1996) emphasises that â€Å"the key factor in the uprisings†Read MoreThe Conflict And Functionalist Theories Behind Social Class1496 Words   |  6 Pagesmaterializes the upper class, vulgarizes our middle class, brutalizes our lower class. In Australia, social class is a widely recognised concept, however some individuals, particularly the wealthy people, will argue that social class in non existent, that with hard work anyone can achieve, what they set their mind onto. The social stratification system, is based on objective criteria, including wealth, power, and prestige. The Australian notion of equal opportunity, insinuates that social class does not affectRead MoreKarl Marx s Class Conflict Theory1710 Words   |  7 PagesKarl Marx’s Class Conflict Theory Introduction Karl Marx believed that struggle or conflict among classes was an inevitable feature of capitalism based on the argument that various groups in a society or social classes perpetually fight and compete for resources and power, hence the groups remains polarized against each other. The Karl Marx’s conflict theory views behavior from the perspective of conflict or tension among two or more groups. The conflict does not necessarily translate to violenceRead MoreSocial Class : The Great Gatsby, Conflicts And Relationships1176 Words   |  5 Pages Social Class is Everything In today’s society, social class plays a large role in who is with who. Celebrity couples and weddings are very commonplace, but the rich and famous rarely marry those who are of the middle, or lower class. If it does happen though, it is usually a rich, older man marrying a young, beautiful woman. This would usually not happen unless the older man was rich, and these relationships do not usually last very long. Along with this, some people in foreign countries still practiceRead MoreMarx s Theory On Class Conflict And Society Essay1453 Words   |  6 Pagestheory mostly emphasis on class conflict and the society from economic aspects. This essay will first analyze Marx’s theory in detail. Then I will explain how economy and social conflict related to Marx’s theory along with the role of these factors in the capitalist society. Marx defined social class as the class which sets the scene and moves things forward. He sometimes talked about there are only two classes: Bourgeoisie and proletariat, the class-in-itself and the class-for-itself, sometimes talkedRead MoreThe Class Conflict Theory Proposed By Karl Marx1571 Words   |  7 PagesThe Class Conflict Theory proposed by Karl Marx explains that society changes due to the need for human beings to have a higher level of social class. This is essentially a framework developed by Marx that he aimed to use to explain the mode of social stratification happening during his time, its root causes, and its main effects. Marx had a unique view on the nature of different social classes. He believed that there are only two social classes where people can belong (Marx McLellan, Karl MarxRead More An Analysis of Class and Gender Conflict in Pygmalion Essay1476 Words   |  6 PagesPygmalion is a serious analysis of class and gender conflict. Bernard Shaws play, entitled Pygmalion, transcends the nature of drama as a medium to be utilized for sheer entertainment value. Shaws play powerfully comments on the capacity for the individual to overcome the boundaries established by systems of class and gender. Dominant assumptions and expectations may essentially prevent an individual from becoming socially mobile within a seemingly rigid hierarchical social structure. However

Essay on the Japan The Modern Girl as Militant Discussing free essay sample

In Japan, the images of women have undergone rather remarkable transitional changes. In her article The Modern Girl as Militant, Miriam Silverberry focuses on the category of Modern Girl (mega, or modal gaur), a topic of debate in Japanese society during the sass and early sass. She argues that the Modern Girl was a media creation designed to portray women as promiscuous and apolitical. It was a way of displacing the militancy expressed in their political activity, her labor in new arenas and their adoption of new fashions.Therefore, when examine the history of Japanese women during that era, the Astoria should not be trapped in viewing her as just an epitome of moral decadence, but rather should become conscious of her militant nature. This paper begins by focusing on some of Silverwares strong arguments, which defends her position on the Image of Modern Girl as militant . I would then proceed to highlight some ambiguities and questions with regards to her arguments. Silverberry begins her paper by asserting that the Modern Girl was a highly commodities cultural construct crafted by Journalist during the decade of cultural and social change.She then proceed to discuss some of the contemporaries such as Swastika Chichi, Mini Atari, Kiddush, Kate Tiepin etc. , who tried to define the characteristics of the Modern Girl. Despite the fact the contemporaries writing about the Modern Girl struggle to find an absolute definition, the essence of who the Modern Girl remains clear to society. The Modern Girl stood for everything modern and non-Japanese. It stood for all the materialism and decadence in Japanese society at that period, and all modern ideals and lifestyle that threatened the traditional social order of Japan.It was a conservative construct, a symbol of what women should to be, and a reflection of the negative social phenomena In Japans modernization process. However, Silverberry argues against that the true reality of the Modern Girl was In fact militant. She claimed that there was an increased in plasticization of Japanese women during the sass to sass. For example, there was an emergence of militant feminist organizations such as the New Womans Association (1919) and the Red Wave Society (1921) .Silverberry also highlights that women were active in the labor movement, with the setting up of many unions and professional organizations that dealt with the robbers in some of the female-dominated occupations. Women also took part in strikes, such as the Toy Muslin strike and Florida Dance Hall strike, with some strikes I OFF threatening emergence of the Modern Girl coincided with a debate on the possible revision of the Meijer Civil Code. According to Silverberry, the media and the government therefore sought to downplay the militancy of Japanese women by defining her image as apolitical and promiscuous.In this way, they are made to be less of a threat and easier to manage. By portraying them as decadent women who lacked any social consciousness, they an be easily discredited with the use of moral rhetoric and their increasing political demands can be denied . While Silverwares article presents the reader with an alternative view of the image of Modern Girl during that era, the article only reaffirms a problematic discourse with regards to the history and identity of Japanese women as they are constantly being defined and redefined by either the historian, or by the government in its policies.Who should we rely to better comprehend this modern Japanese women? It further becomes more complicated when we recognized that women can take on multiply densities. She can be political, as well as fashionable. By limiting the definition of the Modern Girl as either militant or apolitical, we might inevitably begin to talk about them as though they formed a monolithic group with fixed characteristics. Even within one historical period, there are countless roles within Japanese women, such as the upper-class woman, the merchant woman, the farmer, the student etc. Which would give rise to countless behaviors, thoughts and experiences. One could therefore argue that most Modern Girls were probably Just simple wage-earners irking in the cities, rather than living the lifestyle of the modal gaur the media depicted, or even the active political activists that Silverberry portrayed them to be. The article might become problematic if the reader senses an absolute position on the image of the Modern Girl, which can never hold true. Another problem in Silverwares argument is that she has failed to define what militant is. Does militant necessarily mean illegal or violent?Does it mean acts of social and political bellicosity? Some historian define militant as tactics that are sufficiently combative and widely regarded as shocking. The definition of militant is crucial as it would set the bo undaries of how we would view and consider the modern Japanese women, as described by Silverberry. Moreover, this militant attitude might not be truly representative of majority of the female population who living in this modernization period. Silverberry had highlighted that by the end of 1928; almost 12,010 women had Joined the labor movement.Statistics shows that the total female labor force was about 933,000 during the early sass. That means that approximately only 1. 2% of the women took part in any labor movement. These figures constitute that the militant women was a minority rather than a majority. In addition, it is important to note that majority of the strikes where women participated occurred after 1930, the period of the Great the strikes were sudden in nature, and due to the harsh economic conditions in Japan, rather than seen as a prevailing aggressive attitude that has dominated a section of the Japanese women from the sass to the sass?In conclusion, despite the many questions raised over Silverwares article, it still remains an important academic research as it p resents to us the multivalent symbol f the Modern Girl. Depending on the perceiver, the Modern Girl presents to us many models. On one hand, it can come to portray all the paradoxical values that were pulling Japanese society part, an emblem for threats to tradition. On the other hand, the Modern Girl could be seen as a negative cultural construct by the media to hide the real identity of the Modern Girl in Japan, which defined by Silverberry, was militant in character. In both cases, the description of the Modern Girl becomes a creation of either the media or the historian. As gender is a socially constructed and laterally transmitted organizer of our inner and outer worlds, this definition of the Modern Girl will continue to be an ongoing, dynamic and even problematic process.

Shinto Religious Practices Essay Example

Shinto Religious Practices Paper Shinto is a Japanese religious practice characterized by rites and based on the polytheistic idea of Kami. Jinja Shinto is the institutional form while the Jinja Honcho in Tokyo is the administering office for over eight thousand shrines in Japan. The Ise Jingu in Ise which is believed to enshrine the Sun Goddess, Amaterasu, is considered to be the most sacred of the Shinto shrines. The Emperor is considered the highest Shinto priest and the divine descendant of Amaterasu Omikami. It is widely practiced religion in Japan besides Buddhism and as a religion, Shinto concerns with prosperity and happiness in this world (Ozawa-de Silva, 2014). The grounds of Shinto shrines are most commonly marked by a grove of evergreen trees that surrounds a gateway, the torii. The main building enshrines the spirit of a particular kami. Most people will go to Shinto shrines on certain occasions especially on the New Year’s Day which is normally done to pray for Kami’s blessings. During the New Year, the home is thoroughly cleaned to make it very attractive to the spirits and the main gate is decorated with a kadomofsu. The family gathers to celebrate by eating a special soup called ozone which is believed to promote health. The tradition dictates that those performing the prayer first wash their mouth and hands at the fountain usually located at the gateway. They should then proceed to the front of the main building, cast some coins into the offertory box, ring the bells, bow twice, clap their hands twice, and then bow one more time (Bernstein, 2009). We will write a custom essay sample on Shinto Religious Practices specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shinto Religious Practices specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shinto Religious Practices specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are also several rites and a major festival that are held each year at each of the Shinto shrines. During the festival, the priest will solemnly offer prayers and food to the Kami as thanksgiving and as a way of seeking blessings. Dances and music are also performed for the Kami while the people enjoy together. The prime of the festival happens when portable shrines are energetically paraded through the parish. Also, a very special ritual known as jichinsai is always performed by the Shinto priests before commencing construction on a new building (Ozawa-de Silva, 2014). This is based on the belief that lack of such a ritual would lead to accidents because deities that dwell on that construction site become angry. Shinto marks some seasons with special practices such as planting and harvesting rice. Respect for nature is a key aspect of Shinto and is characterised by reverential objects placed in the midst of fields, forests, or mountains. Respect for spirits is practices by pouring water over gravestones and leaving offerings of flowers and food. Another notable practice involves the purification of water. There is also the climbing of the sacred mountain to gain favour and union with the spirit of the mountain (Bernstein, 2009). Climbing Mount Fuji is particularly one thing that most Japanese wish to accomplish during their lifetime. Other practices involve daily worship and the maintenance of a small shrine called kamidana done in the home. Shinto worships for beauty and its tradition on figurative art are also fundamental. The defining features of the Shinto art are openness, deliberate simplicity, and the use of natural elements. Shinto places little emphasis on ethical demands and doctrines (Bernstein, 2009). It focuses on beauty of ritual, an aspect that gives it an important affiliation with the arts. Shinto’s high regard for art is also believed to have inspired today’s Japanese art and architecture. References Bernstein, A. (2009).Shinto Beliefs and Traditions. Sage Publications, Inc. Ozawa-de Silva, C. (2014).HatsumÃ… de, the Visitation of Shinto Shrines: Religion and Culture in the Japanese Context. Oxford University Press. doi:10.1093/acprof:oso/9780199362202.003.0008