Reliability and Validity Essay Example for Free

Reliability and Validity Essay Evaluating human services is a task that can be very complex. People can have different interpretations of the same event. Another concern is that people are not always honest. Therefore, human services will gain from effective, high quality evaluations of data collection methods. This requires that the data collection methods supply accurate and dependable information. This paper will define and describe 2 concepts of measurement known as reliability and validity,-provide examples and supporting facts as to how these concepts apply to data collection in human services, and evaluate the importance of the validity and reliability of data collection methods and instruments. Funding for many non-profit human services organizations are dependent on the precise results of research and statistics gathered through various processes of data collection. Reliability and validity are two criterions that are used to judge the functions of research designs and measurements. These criterions are something that should be looked at before, during, and after research to show the relevance and significance of human services. Using the example of a weight scale is the perfect way to confer the idea of reliability and validity. If an individual of 150lbs. weighs themselves several times and gets several different readings, the scale being used can be considered unreliable. Now if that scale also reads 125 each time, it is rather reliable but invalid. However, the consistent, accurate reading of 150lbs. each time indicates that this scale is not only reliable, but also valid. When thinking about validity, it is important to evaluate if the research is doing what it is supposed to do. According to Rosenthal and Rosnow (2008), â€Å"The measure in question might be a psychological test of some kind, a group of judges who rate things, a functional MRI scanner for monitoring brain activity, or any other instrument or measuring tool†(Chapter 6). Is the data collected dependable? Does the correlation make sense? All of these questions are in reference to the design of the research, and validity is specifically tied to the soundness and force of that design. Conclusion and internal validity refer directly to relationships drawn between correlating factors and the end results. According to Measurement Of Validity Types (2006), â€Å"Conclusion validity is the degree to which conclusions reached about relationships in data are reasonable† (Conclusion Validity). Studies that have shown a link between convicts in the prison system and the lifestyles encountered by children of single parents would be one example of conclusion validity. If the conclusion is valid, a direct link will be made between two correlating factors. Internal validity is specifically concerned with casual relationships while conclusion validity is concerned with relationships in general (Measurement Of Validity Types, 2006). Observing that certain factors may be linked to certain outcomes, and examining all the possible links of an outcome is the main goal of internal validity. Another look at reliability will help in considering the precision of these predictions. Reliability represents the idea of accuracy, dependability, and consistency in research. Can the results be referred to as concrete? Are there any loopholes in the research? Has the research communicated the proper information and does everything correlate? These are questions that would be directed at examining the reliability of research. Test-Retest and Inter-rater reliability are two ways to measure the results of research. When multiple people are given assessments of some kind or are the subjects of some test, then similar people under the same circumstances should lead to scores that are similar or duplicates (Types Of Reliability, 2011). This is the idea of inter-rater reliability. Another mode of reliability is the administration of the same test among different participants and expecting the same or similar results (Types Of Reliability, 2011). This is known as Test-retest reliability. This method of measurement might be used to make determinations about the effectiveness of a school exam or personality test (Types Of Reliability, 2011). Surveys and other methods of research present the appropriate avenues for data collection. Data collection and measurement methods are used in human services to help organizations achieve leadership capacity and to achieve high performance outcomes. Agencies that track the effectiveness of their services through field studies and surveys will have a record of techniques that have worked best to fulfill mission goals. The evidence of such reported facts will come in handy in terms of funding, policy efforts, and keeping professionals educated. From psychological and behavioral aspects, interviews, test groups, and random assignment are just a few ways to collect data in controlled and uncontrolled environments. Human services use these methods to apply theory to real life situations. Human services depends on the effective analysis and measurements of research. Personal interpretations of measurements can be confusing. Therefore, reliability and validity are two ideas that refer to rating the effectiveness of research techniques. This paper has defined and described the two concepts of measurement known as reliability and validity, provided examples and supporting facts as to how these concepts apply to data collection in human services, and has evaluated the importance of the validity and reliability of data collection methods and instruments. Human services agencies rely on research to remain knowledgeable and capable of providing appropriate services to disadvantaged populations.

Portrayal of Eve in John Miltons Paradise Lost Essay -- Milton Paradi

Milton's Portrayal of Eve in Paradise Lost      Ã‚  Ã‚   The seventeenth century poet, John Milton, takes the attitude common to the time period while portraying Eve in Paradise Lost.   This epic, telling of Adam and Eve's fall from Paradise and the story of creation, constantly describes Eve as a weak individual, while Adam is often compared with God.   The idea of women's inferiority has been fixed through time, making Milton's characterization of Eve not surprising, but rather expected and accepted.   However, Milton shows a suggestion of women's inner strength while describing the control Eve has over Adam.   Nevertheless, except for this instance, Eve is depicted as subordinate to Adam.   This is evident through Adam and Raphael's treatment of Eve, her own actions, and Milton's description of her.    The first weakness Eve shows is her vanity.   Following her creation, she finds herself staring into a stagnant pool.   She tells Adam, " There I had fixed Mine eyes till now, and pined with vain desire" (IV 465-6).   From the beginning of Eve's life in Paradise, it was understood that she needed Adam to guide her.   During her first talk with him, she whimpers, "And from whom I was formed flesh of thy flesh, And without whom am to no end, my guide And head!" (IV 441-3).  Ã‚   Thus, she believes that only with Adam's guidance will she be able ... ...Elledge, Scott, ed. Paradise Lost: An Authoritative Text, Backgrounds and Sources, Criticism. New York: Norton, 1975. Fox, Robert C. "The Allegory of Sin and Death in Paradise Lost." Modern Language Quarterly 24 (1963): 354-64. Lewis, C. S. A Preface to Paradise Lost. Rpt. New York: Oxford UP, 1979. Milton, John. Paradise Lost. In John Milton: Complete Poems and Major Prose. Ed. Merritt Y. Hughes. Indianapolis: 1980. O'Keeffe, Timothy J. "An Analogue to Milton's 'Sin' and More on the Tradition." Milton Quarterly 5 (1971): 74-77. Patrick, John M. "Milton, Phineas Fletcher, Spenser, and Ovid--Sin at Hell's Gates." Notes and Queries Sept. 1956: 384-86. Portrayal of Eve in John Milton's Paradise Lost Essay -- Milton Paradi Milton's Portrayal of Eve in Paradise Lost      Ã‚  Ã‚   The seventeenth century poet, John Milton, takes the attitude common to the time period while portraying Eve in Paradise Lost.   This epic, telling of Adam and Eve's fall from Paradise and the story of creation, constantly describes Eve as a weak individual, while Adam is often compared with God.   The idea of women's inferiority has been fixed through time, making Milton's characterization of Eve not surprising, but rather expected and accepted.   However, Milton shows a suggestion of women's inner strength while describing the control Eve has over Adam.   Nevertheless, except for this instance, Eve is depicted as subordinate to Adam.   This is evident through Adam and Raphael's treatment of Eve, her own actions, and Milton's description of her.    The first weakness Eve shows is her vanity.   Following her creation, she finds herself staring into a stagnant pool.   She tells Adam, " There I had fixed Mine eyes till now, and pined with vain desire" (IV 465-6).   From the beginning of Eve's life in Paradise, it was understood that she needed Adam to guide her.   During her first talk with him, she whimpers, "And from whom I was formed flesh of thy flesh, And without whom am to no end, my guide And head!" (IV 441-3).  Ã‚   Thus, she believes that only with Adam's guidance will she be able ... ...Elledge, Scott, ed. Paradise Lost: An Authoritative Text, Backgrounds and Sources, Criticism. New York: Norton, 1975. Fox, Robert C. "The Allegory of Sin and Death in Paradise Lost." Modern Language Quarterly 24 (1963): 354-64. Lewis, C. S. A Preface to Paradise Lost. Rpt. New York: Oxford UP, 1979. Milton, John. Paradise Lost. In John Milton: Complete Poems and Major Prose. Ed. Merritt Y. Hughes. Indianapolis: 1980. O'Keeffe, Timothy J. "An Analogue to Milton's 'Sin' and More on the Tradition." Milton Quarterly 5 (1971): 74-77. Patrick, John M. "Milton, Phineas Fletcher, Spenser, and Ovid--Sin at Hell's Gates." Notes and Queries Sept. 1956: 384-86.

Critical Thinking: Nine Strategies for Everyday Life Essay

Most people are not critical thinkers by nature. It takes years of practice and commitment to become a highly productive and efficient critical thinker. In order to develop the right frame of mind in becoming a critical thinker there are certain stages that can be followed to help students practice their critical thinking skills. â€Å"Stage one: The Unreflective Thinker† this stage entails students who are unaware of any problems that they might have in the critical thinking process (Paul and Elder, 2000, p.1). â€Å"Stage Two: The Challenged Thinker† this is the stage where the students begin to become familiar with any problems they might have in the critical thinking process (Paul and Elder, 2000, p.1). â€Å"Stage Three: The Beginning Thinker† in this stage the student begins to improve their skills but without much practice (Paul and Elder, 2000, p.1). â€Å"Stage Four: The Practicing Thinker† here the student begins to realize the importance of practicing their critical thinking skills (Paul and Elder, 2000, p.1). â€Å"Stage Five: The Advanced Thinker† advancement is directly correlated with practice. The more the student practices the more advanced he/she becomes (Paul and Elder, 2000, p.2). â€Å"Stage Six: The Master Thinker† at this stage, the student begins to become a highly skilled critical thinker and it becomes second nature (Paul and Elder, 2000, p.2). A question a student might want to ask themselves is, what stage best fits me? And, how can I improve myself to become a more proficient critical thinker? These stages are useless unless a student is willing to accept the fact that there is some deficit in their critical thinking skills. In order to help students progress through the rankings of these stages, a list of nine strategies has been devised to aid in the student’s progress. â€Å"Strategy #1: Use â€Å"Wasted† Time† a countless number of hours are wasted every day (Paul and Elder, 2000, p.2). This is wasted time that could have been used to improve your critical thinking skills. A student must be able to recognize when the time they are using is wasted or productive. When an individual acquires this skill, the wasted time can be put to further the individual’s critical thinking development. â€Å"Strategy #2: A Problem A Day† a student must pick a problem that can be thought out thoroughly each day (Paul and Elder, 2000, p.3). This can be done on the way to work, in the shower, or when one finds that they are wasting time. Completely think out the question and  suggest solutions to possibly remedy the problem. â€Å"Strategy #3: Internalize Intellectual Standards† Some examples of universal intellectual standards are, clarity, precision, logicalness, and accuracy (Paul and Elder, 2000, p.3). Once a week a student must take one of these standards and use it in everyday situations. For example, a student might want to use logicalness and apply it to every day life. This can be applied to every task the student is performing in order to see if it is being performed in a logical manner. â€Å"Strategy #4 Keep an Intellectual Journal† a written record of a students critical thinking experiences will be helpful in allowing the student to refer back to specific techniques that were the most productive (Paul and Elder, 2000, p.4). â€Å"Strategy #5: Reshape Your Character† A student must take one personal trait such as empathy, and apply it to their everyday life (Paul and Elder, 2000, p.5). â€Å"Strategy #6: Deal with Your Egocentrism† (Paul and Elder, 2000, p.6) it is human nature for an individual to think in terms of ones self (Gelfand et. al., 2002). A student must devise a way to be aware of this type of thinking in order to minimize egocentric actions. â€Å"Strategy #7: Redefine the Way You See Things† (Paul and Elder, 2000, p.6) students consistently bombard themselves with negative thoughts about themselves, the world, and their work. A student must lean how to turn these negative thoughts into positive thoughts. Only then will he/she be more productive in every aspect of their life. â€Å"Strategy #8: Get in Touch with Your Emotions† a student must turn negative emotions into positive (Paul and Elder, 2000, p.6). One good example is to try to find the humorous side of an occasion that might otherwise make you angry or upset (Paul and Elder, 2000). â€Å"Strategy #9: Analyze Group Influence on your Life† individuals tend to give in to group influences (Paul and Elder, 2000, p.7). A student must learn to read these influences and make a decision on what action needs to be taken. In order to become a more proficient critical thinker a student must remember these three main points. First, evaluate yourself honestly in order to realize what area needs improvement, only then can you begin to improve. Second, practice makes perfect, in order to become a master of any skill a certain amount of practice is needed in any field. Third, once a student becomes a proficient critical thinker, keep exploring new ideas in order to  improve. These steps and strategies can also be applied to the research field. In research, scientific reading and writing is an everyday process. Critical thinking is a skill that every scientist must have in order to excel in their work environment. All these strategies can be used in order to improve the critical thinking skills of every employee. References Elder, L. & Paul, R. (2000). Critical Thinking: Nine strategies for everyday life. Journal of Developmental Education, 24, 40-42. Retrieved November 2, 2003, from: http://www.apollolibrary.com/srp/gbm/COM515.asp Gelfand MJ, Higgins M, Nishii LH, Raver JL, Alexandria D, Murakami F., et al. (2002). Culture and egocentric perceptions of fairness in conflict and negotiation. Journal of Applied Psychology, 5, 833-845.

Blasted by Sarah Kane Essay

When I was on vacation in San Francisco, the 19:29 Theater Company from London put on the play Blasted, by Sarah Kane.   I knew very little about Kane or her work, but went with a few friends on Monday, June 23.   The play was taking place at the Mossmer Hotel, and we decided to go to the early showing.   Upon hearing people talk about it and seeing some posters, I got a better idea about the kind of experimental play I was about to see.   However, I had no idea what I was getting into, and the experience far exceeded my wildest imaginations and the unconventional nature of this play would stay with me long after the final line was spoken.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When we were about to enter the theater, some people were handing out veils to all the audience members with holes cut out for mouths and eyes.   This was interesting at first, but the festive atmosphere created by the initial strangeness of the veils soon gave way to a creeping fear of something heavy about to be parlayed.   We were in essence walking as if to a firing squad, some of us cognizant of what was about to happen, while some of us still laughed at the novelty and the seriousness of the situation.   As soon as the play began, no one was laughing. Blasted is set in a naturally lit hotel room, with a bed and some furniture and a bathroom that permeated a blue glow.   No programs were given out and the play just began very unceremoniously.   The actor and actress in the hotel room began their dialogue in a style that was very naturalistic and conversational.   The characters are called â€Å"Ian† and â€Å"Cate,† with Ian an older man and Cate a younger woman.   Ian just swears and speaks racists and bigoted tirades, while Cate seems to shrink from him.   Ian tries to get Cate to make love, but she refuses.   After several attempts and severe stages awkwardness, the scene ends to the sound of rain.    The next scene begins the next day after Ian raped Cate.   After a bit, Cate breaks free from Ian out the bathroom window.   Soon after, a soldier runs into the room and a bomb hits it, leaving the scene to end to the sound of rain.   When the next scene begins, the room is virtually destroyed and there is a large hole in the wall.   The stage is much darker and the light is very sparse.   The soldier explains to Ian about the war going on and the terrible things he has witnessed.   The sound of gunfire can be heard continuously. The soldier then rapes Ian and blinds him, and like the other scenes it ends with the sound of rain.   During the next scene, Ian is blind and the soldier has killed himself, and Cate returns carrying a dead baby.   She describes what she has seen and buries the baby under a hole the floor before leaving.   The final scene shows Ian slowly deteriorating into madness and despair.   Starving, he crawls into the hole where Cate put the dead baby and eats it.   A voice offstage then says that Ian dies, and the play ends with Cate coming back with some food that she got by having sex with a soldier.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the play I was simply shocked by the turns it took, as well as the bleakness of what was being portrayed on stage.   Even with actors that may not be the most schooled in theater, the material is so deep and disturbing, and the production is tight, that it almost becomes the perfect play.   It certainly stayed with me long after I saw it, and provoked everything but indifference from everyone that saw it.   I like to think that I had a good idea about what Kane was trying to say, but when it comes down to it, I can only guess that her greater message was that life is absurd.   The violence, perversion, and general human degradation she portrayed in Blasted certainly speaks of the darker side of humanity, but one that certainly exists and seems all too common in much of the world. Blasted was Sarah Kane’s breakthrough play, and her emergence put the theatre world on its ear in the 1990s.   More than any other recent theatrical event, the plays of Kane shocked the theatre world to the core.   Kane’s debut play, Blasted, created a scandal when it was released.   The play angered many of the critics, but cemented a lasting impression on the world of theatre.   According to playwright Mark Ravenhill: â€Å"History has made Kane’s critics look rather foolish.   But, really, who could have said then that Blasted was a landmark in theatre?   In retrospect, we – theatres, audiences, translators, teachers, students, biographers – pick out the good art from the bad until we’re left with some kind of canon. But in the moment no one can really tell† (Ravenhill).   Its scenes of anal rape, cannibalism, and brutality created the biggest theatre scandal since the baby stoning scene in Bond’s play Saved; Kane admired Bond’s work and he in turn publicly defended Kane’s play and talent (â€Å"Sarah Kane†).   Blasted’s merits were recognised by fellow playwright Harold Pinter and it was later generally accepted that the play is not an adolescent attempt to shock, but instead draws parallels between acts of domestic abuse and the war being fought in Bosnia, between emotional and physical violence, and thus confronts audiences with moral challenges rather than amoral shock tactics (â€Å"Sarah Kane†). Kane’s subsequent plays continued to deal with violent sexual desire, cruelty, pain, torture, and death, though without the massive scandal caused by her first play.   She measured human suffering through physical and psychological means, and presented theatre that might be offensive and difficult to watch at times, but overall redemptive. Her suicide stigmatized her films, but her work continues to transcend theatrical boundaries and national borders.   Theater critic Michael Billington remarked on the success of Kane’s plays around the world:   â€Å"If we still find it hard to grasp her in Britain, it is because of her ruthlessly uncompromising vision and total rejection of our naturalistic inheritance. The whirligig of time, however, brings in its revenges – and I suspect, judging by her campus popularity, that the next generation of theatre-makers will intuitively understand her black humour and romantic agony† (Billington).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It seems difficult to place the work of Sarah Kane in the same pantheon as Anton Chekhov and Arthur Miller, if only because they seem the opposite ends of the spectrum, but both playwrights have contributed to the spirit of change and were once considered radical departures from the norm.   As Blasted continues to gain acceptance and grows in popularity, Kane’s place in the canon will be assured, and perhaps she will become a part of conventional theatre, like Chekhov and Miller.   As history dictates, what shocks today is a reaction to yesterday’s conventions, so the possibility exists that plays like those of Sarah Kane become commonplace and conventional, only to be subverted by a new, evolved form of genteel light comedy. Works Cited: Billington, Michael. â€Å"The best British playwright you’ll never see;† Guardian Unlimited; 23. Mar 2005. 10 Jul 2008. . Ravenhill, Mark. â€Å"Suicide art?   She’s better than that,† Guardian Unlimited. 12 Oct 2005. 10 Jul . â€Å"Sarah Kane.† Wikipedia, The Free Encyclopedia. 5 Jan 2007. Jul 2008. .

German to Englilsh Cooking Glossary - Kochglossar

German to Englilsh Cooking Glossary - Kochglossar Whats more authentic than learning to cool a German Chocolate Cake using a recipe written in German? Cooks and bakers can use this German-English glossary that focuses on terms found in recipes and food preparation. It includes terms for instructions and measures as well as ingredients. If you are exploring a German recipe, you should keep this handy to interpret ingredients and measures into English. Kochglossar (Cooking Glossary) Key: Noun gender: r (der, masc.), e (die, fem.), or s (das, neu.) adj. adjective, v. verb A abkà ¼hlen v. cool off, cool down abseihen v. strain, sieve (Aus., S. Ger.) s Auftragen serving (up) vor dem Auftragen before serving aufkochen v. bring to a boil aufschlagen v. beat, whip (aus)quellen lassen v. let expand, rise ausrollen v. roll out (dough) ausstechen v. cut/press out (with a cookie cutter) B s Backfett / Pflanzenfett shortening e Backform baking dish, tin r Backofen (baking) oven im vorgeheizten Backofen in a preheated oven s Backpulver baking powder, baking soda (s Natron) s Backrohr oven bei 180 Grad at 180 degrees (Celsius, 356 degrees  Fahrenheit) bestreuen v. sprinkle (on) Bltter slices (nuts, etc.; Mandelbltter sliced almonds) s Blech/Backblech baking tray, pan r Brà ¶sel / r Semmelbrà ¶sel breading, crumbs C r Champignon mushroom (for cooking) s Chinin quinine e Creme cream, mousse, sauce e Cremetorte cream cake cremig creamy etw cremig rà ¼hren / schlagen to stir/beat until creamy D s Dekagramm decagram, 10 grams (Austria) direkt gepresst (Orangensaft)  fresh-squeezed (orange juice) direkt gepresster Orangensaft  fresh-squeezed orange juice r Direktsaft  fresh-squeezed (orange) juice E s Eigelb egg yolk drei Eigelb the yolks of three eggs s Eiklar egg white s Eiweiß egg white drei Eiweiß / Eiklar the whites of three eggs EL tablespoon (see below) r Esslà ¶ffel (EL) tablespoon gestrichener Esslà ¶ffel level tablespoon gehufter Esslà ¶ffel heaped/heaping tablespoon r Estragon tarragon F e Flà ¼ÃƒÅ¸igkeit liquid, fluid e Fritteuse deep fryer frittieren to deep fry e Frittà ¼re deep fryer G s Gefß vessel, bowl, container gemahlen adj ground (up) - mahlen to grind gerieben adj. grated abgeriebene Schale einer Zitrone grated lemon peel geriebener Kse grated cheese geschlt adj. peeled gestrichen level(ed) gestrichener Esslà ¶ffel level tablespoon s Gewà ¼rz (-e) seasoning(s), spice(s) Estragon tarragon Knoblauch garlic Kà ¼mmel caraway Lorbeerblatt bay leaf Schnittlauch chives e Gewà ¼rznelke(n)/Nelke(n) clove(s) e Glasur glazing, icing r Grad degree(s) s Gramm gram 250 Gramm Mehl 250 grams of flour r Guss (Zuckerguss) (sugar) glazing, icing H e Hlfte half (of) heiß hot r Herd range, stove (cooking) Elektroherd electric stove Gasherd gas stove I r Ingwer ginger (spice) K kalt cold r Kardamom cardamom, cardamon (a type of ginger spice) kneten v. knead (dough) kochen v. boil, cook s Kochbuch cook book r Kochlà ¶ffel wooden spoon r Koriander coriander, cilantro, Chinese parsley (seasoning) e Kuvertà ¼re (chocolate) covering, icing L s Lachsmesser (smoked) salmon knife e Lachsmousse salmon mousse lieblich moderately sweet (wine) r Là ¶ffel spoon r Lorbeer bay leaf (seasoning)   M die Mandel (Mandeln) almond(s) Mandelbltter sliced almonds mahlen v. grind fein / grob mahlen grind finely / coarsely gemahlen (adj) ground e Masse mixture s Mehl flour e Messerspitze (Msp.) knife tip, a pinch of... Msp. knife tip, a pinch of... r Muskat nutmeg N s Natron baking soda, bicarbonate of soda e Nelke(n) / Gewà ¼rznelke(n) clove(s) O e Oblate (-n) wafer s Ãâ€"l (-e) oil (s Olivenà ¶l olive oil) s Orangeat (-e) candied orange peel P Palmin Softâ„ ¢ (brand name) a Crisco-like shortening e Panade coating of breadcrumbs (for frying) panieren to bread (for frying) paniert breaded s Paniermehl breading, bread crumbs s Pektin pectin s Pflanzenfett / Backfett shortening s Pfund pound (metric: 500 g, 1.1 U.S. pounds) zwei Pfund Kartoffeln two pounds (1kg) of potatoes e Prise dash (approx. 1 gram) eine Prise Salz a dash of salt r Puderzucker powdered sugar R rà ¼hren v. stir, mix s Rà ¼hrgert mixer, mixing machine S r Saft juice e Schale peel (orange, lemon) r Schnee meringue (e Meringe) r Schneebesen whisk verquirlen v. to whisk, beat seihen v. to strain, sieve (Austria, S. Ger.) r Seiher sieve, strainer, colander (Austria, S. Ger.) Semmelbrà ¶sel (pl.) breading, crumbs (Austria, S. Ger.) s Sieb sieve, sifter, strainer, colander durch ein Sieb streichen strain, sift, press through a sieve sieben to sift, strain e Speisestrke cornstarch, cornflour, thickening agent s Strkemehl cornstarch, cornflour r Strkezucker glucose streichen v. press, rub; spread (butter, etc.) T r Teelà ¶ffel teaspoon gestrichener Teelà ¶ffel level teaspoon gehufter Teelà ¶ffel heaped/heaping teaspoon r Teig dough, mixture der Germteig yeast dough (Austria) der Hefeteig yeast dough den Teig gehen lassen let the dough rise e Terrine terrine, soup tureen TL teaspoon (see above) U à ¼berbacken au gratin (baked over) unbehandelt natural, organic eine unbehandelte Limette a natural lime (untreated with pesticides, etc.) unterheben to fold in (ingredients) unter Zugabe von... while adding... V e Vanillestange vanilla pod r Vanillezucker vanilla-flavored sugar verfeinern v. refine verquirlen v. to whisk, beat until foamy vorgeheizt preheated im vorgeheizten Backofen in a preheated oven W s Wasserbad double boiler im Wasserbad in a double boiler wiegen, abwiegen v. weigh wà ¼rzen v. season, add seasoning/spices Z ziehen v. steep, simmer, marinade s Ziehfett/Pflanzenfett shortening (Crisco Palmin Soft) r Zimt cinnamon e Zitrone (-n) lemon(s) s Zitronat (-e) candied lemon peel, citron e Zubereitung preparation (directions) zusetzen v. add (to) e Zutat (Zutaten) ingredient(s)

Asian Blepharoplasty As A Type Of Body Modification Essay

Asian Blepharoplasty As A Type Of Body Modification - Essay Example What stands out from all these procedures is the fact that body features of Whites continue to prevail among the Asian culture and to the Asians, attaining such an ideal look is worth any cost. They feel that the Western look is more appealing compared to their own looks. These procedures from the brief, fair kind ones to the most dangerous, are dynamically provoked by the fashion industry or simply wanting to look good (Joo, 2012). Many advertisements in the Asian media relate individual and professional success to people with Western and Caucasian features and clear messages that in order to achieve significant things in life, then one has to follow the Western way of life, which involves looking like them (Nguyen et al., 2009). The Western way of life demands one to have a beautiful, appealing body from head to toe. During these efforts, Asians risk affecting their well-being and financial security due to the high expenses involved in these surgeries (Chen, 2001). This risky trend should be halted, but it will not happen if Asians continue to endorse Western fashion in their own fashion industry. This research will discuss the factors that cause Asians to feel pressured to endorse Western beauty by focusing mainly on Asian Blepharoplasty. It will also discuss tough issues brought up by these societal influences and propose the resolution to this social problem. As Epstein and Joo (2013) confirm, modification of the human body has been there for as long as humans have willed themselves in order to fulfill the established modes that they feel satisfy societal standards. These modifications have been practiced in many ways and for different reasons. Historical evidence reveals that red dye removed from hematite was applied to the body with the aim of decorating it. After this, archaeological evidence confirms that over 10,000 years ago, animal bones, teeth, and colorful stones were considered as human adornments (Chen, 2001).

Social movements Essay Example | Topics and Well Written Essays - 500 words

Social movements - Essay Example Marxism is defined by Wikipedia as the philosophical, social theory and political practice based on the works of Karl Marx, a known proponent of a social revolution to achieve full transformation of the state from capitalism to socialism. Its aim is to achieve equal distribution of wealth to all members of the society. This is totally opposite to the theory of capitalism that is often the system observed in western countries. Here, the labor force is treated as the major factor in the production of wealth rather than capital which is held only by a few. Existentialism on the other hand is a philosophical movement that gives meaning to human's existence in this world and seeks to value one's existence. Here, the meaning of life is given paramount consideration over other aspects such as politics, economy and sciences. It is opposed to the western's ideology on rationalism. Its core idea is that reality is not the consciousness but "being in this world." The first three principles are somehow related to each other in the sense that nationalism is the moving force behind the pursuit to industrialization and Marxism. Thus, it is nationalism that justifies the continued attempts to fully industrialize the economy and to distribute the wealth of the nation.