Malunggay as an effective cooking oil Essay Example for Free

Malunggay as an effective cooking oil Essay Commercial cooking oil is an enormous need of people nowadays. These days, cooking oil is becoming expensive. Commoners, or people with insufficient finance, can no longer afford this necessity. Instead, they opt for oil with lesser quality simply because it’s cheaper. It’s very ghastly to do this because for one; your health could be affected, two; you could harbour diseases, and three; on the worst case scenario, it could lead to your death. To think that they would go to extreme lengths, such as that, just to provide oil. Going back to the topic prior to this, we think that although it may be costly, most cooking oils are of unsatisfactory standards especially in our nutrition. With that said, we all share the idea of wanting to solve this problem. We conducted a research about the effectivity of Moringa Olefeira, also known as â€Å"Malunggay†, when used as an ingredient for cooking oil. We chose Moringa Olefeira for a reason; gram for gram, â€Å"Malunggay† leaves contain: seven times the vitamin C in oranges, four times the Calcium in milk, four times the vitamin A in carrots, two times and the protein in milk and three times the Potassium in bananas. Using this so called â€Å"Wonder Vegetable† (according to the elderly), we could create a product that can be healthy and useful, and at the same time be sold in a reasonable price. Our main goal is aimed at the welfare of everyone. We hope that this experiment can be of great help to anyone who uses it. We gathered the data of this study from various references. We owe a massive and part of this study to literature and the internet; without them we wouldn’t have anything, even a problem, to begin with. 3 Statement of the Problem. Main Problem Can malunggay (Moringa Oleifera) leave extract be a potential material for formulating cheaper yet healthier commercial cooking oil? Specific Questions 1. At which concentration of malunggay (Moringa Oleifera) leaves extract will it be able to cook food? a. 10 mg/ml b. 20 mg/ml c. 25 mg/ml 2. How effective will it be on cooking safe and edible food? It can be inferred in terms of: a. Period or time of cooking b. Taste of the food cooked c. Nutrition facts or nutrients contained by the food 4. Significance of the Study People living in the community. The study will help the people in the community to manufacture useful cooking oil that can be alternatively used to cook food – which is a basic commodity. Malunggay is very common to the community so people can easily grow them and prepare it for extraction. In addition, unlike the commercial cooking oil we use, it is healthy and contains the nutrients of malunggay. The researchers. The researchers will benefit from the study because in would fulfil our curiosity. It will also encourage us to find other alternatives from malunggay -which is very abundant in our country- that can help us in our everyday lives. Environment. The environment profit from the study in the fact that cooking oil that is already used by people will just be thrown away in the streams and it will cause water pollution. Not like with the cooking oil made from malunggay, its chemical components can be easily dissolved in water. Manufacturers of commercial cooking oil. This study would help big companies as it lessen the production cost of cooking oil because it only uses malunggay. 5 Scopes and Limitations of the Study The study aims to produce budget-friendly and nutritious oil that can be used by people to cook their own food. In able to do this study, researchers must first collect Malunggay (Moringa Oleifera) around the community and prepare it for extraction in the laboratory or do it at home. After the extraction process, series of test must be done to prove and justify the effectivity of the product. It must cook food using stoves at normal cooking temperature that are normally used by households and the food must contain healthy nutrients that must be good to our body. This experiment also has its fair share of restrictions. And one of those restraints is when the researcher doesn’t have sufficient materials to create the said product, especially if they don’t have the main ingredient or, in this case, the malunggay. The person would have to plant or buy these materials, thus spending much time and cash. Speaking about money, another problem may occur if the researcher has a weak budget. An extra problem is if the researcher does not have enough knowledge to create and research about the problem. Another limitation of the study is when the researcher doesn’t have a place to create the product or when his surrounding isn’t fit for the making of the substance. The researcher must remember to take into account even the smallest detail of this project. The researcher must have great dedication in doing this study. He should love what he is doing and he need to make it as one of he’s passion. 6.

How Reading As A Young Child Encouraged Essay Example for Free

How Reading As A Young Child Encouraged Essay When I was a young boy, while my other friends were busy playing ball, riding bicycles, playing games and doing other forms of leisure, I was always listening to my mother as she read comic books to my ears. My mother would always read the interesting comic books to my attentive ears; I would sit with my mother on the sofa as she read the comic books to my ears. I grew up from listening to my mother to reading the comic books on my own. My mother always bought me several books to read every week, as soon as I finished reading one book there was always another book to be read. I developed interest in several comic books, ranging from Iron Man, Spiderman and the likes. I inculcated the habit of reading right from a very tender age. My early reading habit really helped me in life as I developed an undying love for reading and improved greatly on my writing. While growing, I developed from reading comic books to reading more voluminous books, newspaper articles, magazines, novels etc. Books were packed in the shelves of our house. My friends always called our house a library. Reading was always the only option to kill boredom. My flare for reading encouraged me to get involved in writing as I discovered that the more I read the better I wrote. I could relate what I read in several books and combine them into writing something better. My reading habit really boosted my diction and I learnt new words each day I picked up a book to read. I learnt the rules of language, my grammar was greatly improved. Over the years I garnered a lot of experience from reading both fictional and true life stories. I applied some of the knowledge acquired from reading these books to various aspects of my life. Reading lots of books gave me a hint on the ways writers wrote, the style of language used and how best to communicate to a particular audience. I am a testimony of the quote that says that â€Å"A good reader is a good writer†. The more I read, the more I improved on my reading speed and grasped new ideas on how to write. Reading frequently made me a better reader and a good writer. I developed from reading for fun to reading for the acquisition of knowledge. Books like; the Richest man in Babylon, Thinking Big, the tale of two cities and many others were already in the long list of books that I have read . My whole life was affected positively by my reading habit as I read several motivational books that have been spurring me to achieve greatness in life. Through writing I could now transfer my thoughts and imaginations into a book or piece of article. The knowledge that I have acquired over time is what has made me the better person I am today. As I now read more, write better, have better grammar and have become a better man. The saying that you are what you read and you are an expression of what you write is definitely true as I have noticed tremendous changes in my life as a result of the past books I have read. I will have to thank my mother for imbibing the culture of reading in me; if not for her I would not have been a good writer and would definitely not be what I have been fashioned out to be today.

Foucauldian Discourse on Punishment

Foucauldian Discourse on Punishment Foucauldian Discourse on Punishment It is noteworthy that the power and techniques of punishment depend on knowledge that creates and classifies individuals, and that knowledge derives its authority from certain relationships of power and domination (Sparknotes, 2006). However, it is in the works of French philosopher Michel Foucault on penal institutionsthat the idea of punishment as part of a discourse of power is made explicit. In this paper, I will critically assess Foucault’s discourse concept on punishment as well as Bentham’s panopticon theory demonstrating the extent of Foucault’s concept towards punishment. Disciplinary institutions are, by and large, places where power is exercised and coursed through various mechanisms. Without doubt, it is in Discipline and Punish (1977) that Foucault’s concern with discipline and surveillance becomes even more pronounced than his other genealogical works. In this work he examines the progressive sophistication of disciplinary mechanisms such as punishments employed in prisons that are in fact, upon closer scrutiny, representative of the same progression of disciplinary mechanisms in society. He undertook an examination of power relations using the penal institution as a take-off point, for the primary reason that it is here where the different disciplinary techniques used in the exercise of power are more evident. At the outset, he shows how torture and execution was made a public spectacle; with the condemned man being paraded in a manner deemed suited to the crime he committed. Interestingly however, public tortures and executions soon became a ‘hidden’ affair, with the condemned man being transferred secretly from one place to another in a manner as inconspicuous as possible, using plain carriages with no particular distinguishing mark indicating that the cargo was a convicted felon. Nevertheless, Foucault points out the concern that the institution has with the ‘body’, a preoccupation that the prison has in common with the asylum and the hospital and, upon close examination, with other institutions as well(Foucault, 1977, p.25). The shifting of torture and execution from the public to the private realm (resulting in more economical disciplinary techniques) subtly demonstrates how mechanisms of discipline evolve and take other forms. In an interview, Foucault states: What I wanted to show is the fact that, starting from a certain conception of the basis of the right to punish, one can find in the work of penal experts and philosophers of the 18th century that different means of punishment were perfectly conceivable. Indeed in the reform movement†¦ one finds a whole spectrum of means to punish that are suggested, and finally it happens that the prison was in some way, the privileged one (Foucault, in Lotringer, 1989, p.286). Using the prison as an example, Foucault demonstrates how such disciplinary institutions utilize different techniques to form ‘docile bodies’: a direct coercion of the body to produce both productive subjects and instruments with which to channel power (Foucault, 1977, p.136). This is a positive perspective of power, because through subjection and subjugation, the individual at once becomes a productive body through direct bodily training. There is a purpose to an institution’s exercise of power, depending upon the nature of that institution; at most, what can be said insofar as purpose is concerned is that institutions all aim at producing ‘docile bodies’ in whatever form the latter may take. Again, this depends on what type of individual an institution intends to fashion. Docile body simply refers to the type of individual that is trained and disciplined in the context of a power relation in an institution. In discussing productivity, it can be understood to refer to the capacity of institutions to produce individuals of a specific type, utilizing punishments as mechanisms. In their book, Michel Foucault (1984), Cousins and Hussains write â€Å"that imprisonment is also enveloped in a mechanism of power† (p. 173). Foucault sees discipline, therefore, as combinative: it functions to combine elements, in this case, individuals, into a uniform mass not through the individual variables found in each element, but through the characteristics imposed upon it because of the space it occupies. Hence, the space defines the capabilities of each individual, which in turn contribute to the collective function of the mass. As it were, the individual is trained through its designation or position, the series that is relevant to his codified space, and through the issuance of a systematic order or command from the authority (Foucault, 1977, p.166). In the following part, it will be made evident that for Foucault, the institutional role of the prison-model of society paves the way for control and observation. At the end of the chapter entitled Panopticism, Foucault explicitly stated: The practice of placing individuals under ‘observation’ is a natural extension of a justice imbued with disciplinary methods and examination procedures. Is it surprising that the cellular prison, with its regular chronologies, forced labour, its authorities of surveillance and registration, and its experts in normality, who continue and multiply the functions of the judge, should have become the modern instrument of penality? Is it surprising that prisons resemble factories, schools, barracks, hospitals, which all resemble prisons? (p. 228). In this particular passage, Foucault outlines the mechanisms that the prison uses in controlling criminality. On closer examination, what he in fact outlines are the mechanisms that operate within different social institutions. This is a noteworthy point, since the institutions that he mentioned, i.e. factories, schools, barracks, and hospitals, all function in essentially the same way as the modern prison. These all use specific procedures and techniques to discipline subjects. Jeremy Bentham’s concept of the â€Å"Panopticon† became an influential model for modern day architectural efficiency. In short, the prison that he envisioned in the late 18th century was to be constructed in such a way as to have the individual cells arranged in a circular manner, with an observation tower at the centre of the formation, light coming from the outside of the cells illumines the inmate for whoever is staying at the observation tower, while the observer in the tower itself remains hidden from the cells’ occupants (See. Figure 1). This arrangement reverses, yet makes even more powerful, the traditional notion of incarceration that is, the putting away of criminality. Thus, to assume that someone is in the observation tower even if there is no one there is the full effect of the â€Å"Panopticon†. Foucault (1977) further clarified: Hence the major effect of the Panopticon: to induce in the inmate a state of conscious and permanent visibility that assures the automatic functioning of power. So to arrange things that the surveillance is permanent in its effects, even if it is discontinuous in its action; that the perfection of power should tend to render its actual exercise unnecessary†¦ in short, that the inmates should be caught up in a power situation of which they are themselves the bearers. (p. 201) It can be seen that central to the effective use of the panoptic principle is the efficiency of surveillance mechanisms. The latter should function in such a way as to force the recipient of disciplinary power to keep watch over his/her own actions, because of the fact that s/he is being observed by the authority figure. The concept of the gaze is what makes discipline work. In the panoptic model, visibility becomes the central principle that governs incarceration. In other words, For Foucault, the â€Å"Panopticon† represents the way in which discipline and punishment work in modern society. It is a diagram of power in action because by looking at a plan of the â€Å"Panopticon†, one realizes how the processes of observation and examination operate (Sparknotes, 2006). To my way of thinking, by and large the foucauldian concept of discourse towards punishment is an explicit, objective and realistic extensive concept with an array of persuasive arguments and insights on power and techniques of punishment that reflect the modern penal system and simultaneously the various mechanisms of observation and examination. On the whole, what is made evident at this point is that punishment in Foucault should be understood as something much broader than simple retribution. Instead, punishment is an act that is subsumed under the notion of discipline, or training. As such, the prison institution is designed to re-form a criminal into an individual who can be reintegrated into mainstream society, in order to be made useful and productive once more. As already mentioned, the mechanisms used by society are by and large the same mechanisms of discipline used in institutions such as the prison. Within this larger framework, it is implied that the notion of punishment, in all its forms, operate as a part of a purposeful social design within which all other theories become possible. What is positive about such a societal setup is the fact that techniques such as punishments are not entirely negative or prohibitive. Relations of power are important for Foucault because of the positive effects borne out of it. As a final positive note, consider what he says that is summed up best in an interview: It seems to me that power is ‘always already there’, that one is never ‘outside’ it†¦ But this does not entail the necessity of accepting an inescapable form of domination†¦ To say that one can never be ‘outside’ power does not mean that one is trapped and condemned to defeat no matter what (Foucault, 1980, p.141). While Foucault did not agree with the prison per se as the best form of punishment, he saw in the prison a mechanism that, as used by the society, functions as a state mechanism for internalizing discipline. That means the individual would be responsible for governing or disciplining himself from within. Every time the person â€Å"feels the gaze† (i.e. domination), he would be forced to govern himself. In other words, the effects of discipline are felt even though the disciplinary power is absent. The prison is therefore not simply a place for punishment, but a model of an effective mechanism. Bibliography Cousins, M. Hussain, A. (1984)Michel Foucault. New York: St. Martin’s Press. Macey, D. (1994) The Lives of Michel Foucault. London: Vintage. Foucault, M. (1977). Discipline and Punish. Alan Sheridan Trans. New York: Vintage Books. Foucault, M. (1989.) What calls for Punishment? In: Lotringer, S. ed. Foucault Live. New York: Columbia University, pp. 279-292. Foucault, M. (1980). Power and Strategies. In: Gordon, C. ed. Power/Knowledge. New York: Pantheon, pp. 134-145. Sparknotes. (2006). Michael Foucault: Discipline and Punish. Available: Last accessed 1 March 2007. Panopticon (Prison’s Plan) Figure 1 From Discipline and Punish, 1977

The Power of Sin in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Power of Sin in The Scarlet Letter Sin is the main theme in the Scarlet Letter. All of the characters in the book were somehow affected by the main sin, which was adultery. The three main characters were the most widely affected, and their whole lives were molded by the way they dealt with the sin. The sin surrounds, encloses, and strangles them. There was no escaping from its harsh consequences. Hester Prynne's sin was as an adulteress, and the result of this was that she had to wear the scarlet letter "A." She feels that her sin has taken away everything she had, and given her one thing in return; her baby. Although she had dignity and pride when she first stepped out of the prison and when she stood upon the scaffold this "A" unfamilarized and seperated her from the community, and she stood alone with her child as she does for the most part of her life following this event. From then on, she was to live away from the community with her baby, Pearl, and was shunned by everyone. The sin she has committed has made her think that death would be an easy way out and that she deserves little, for she says, "I have thought of death, have wished for it, would have even prayed for it, were it fit that such as I should pray for anything." Throughout the next years, the sin Hester committed changes her personality and identity. Once a beautiful woman, Hester now looks plain and drab. Once passionate, she is now somber and serious. She had contained a precious quality of womanhood that has now faded away. Her plain gray clothes symbolize her temperament and disposition. There are also good effects that the sin has on her. She becomes more giving and caring, and is endlessly helping the poor and sick and doing neighbors favors. Hester feels that she owes it to the community, and is also forcing herself into a life of service to others. The sin stays with her throughout her life, and even when she leaves her town, she feels obligated to come back and fullfill her punishment. The sin made her lifestyle worse, but it changed her

The Vices of Human Nature in Homers The Odyssey Essay -- World Litera

The sum of all human traits is defined as human nature, meaning the excuse for our vices, and the flaws of mortal life. In Homer's The Odyssey, the main character Odysseus demonstrates these flaws throughout his journey, constantly struggling through the eternal fight for realization of life and death, and is weighed down by the never ending power struggle of nature versus mankind. In The final chapters of Odysseus's quest, the reader believes that the main character has finally found himself. The problem with his happy ending is that he has forgotten one thing. Odysseus is not perfect he is human. Though he has learned much through his perils, the vices of Pride, vengeance, and dependency, all come back to haunt him during the slaughter in the hall, leaving the reader to wonder if he learned anything during his time away from home. What if the true lesson learned was that human nature will always prevail? In book twenty-two, when Odysseus is preparing to slaughter the suitors, he exclaims, murdering bow in hand: "Look-your crucial test is finished, now at last! But look ...

Henry Cisneros :: essays research papers

Henry G. Cisneros was born on July 11, 1947 in San Antonio. He graduated from Texas A&M with a bachelors of arts and a masters of arts degree in Urban and Regional Planning. He also earned a Masters degree in Public Administration from the John F. Kennedy School of Government at Harvard and a Ph.D. in Public Administration from George Washington University.   Ã‚  Ã‚  Ã‚  Ã‚  After serving two years in the United States army in 1968, he began his career in public service by working as an administrative assistant in the San Antonio City Manager’s office, working as an assistant to the Secretary of Health, Education, and Welfare. Beginning in 1974, he taught public policy at the University of Texas-San Antonio. In 1975, Henry was elected to the San Antonio City Council. As a council member, he emphasized the economic development and cooperation between the city’s Hispanic and White residents.   Ã‚  Ã‚  Ã‚  Ã‚  He served on the City council until 1981, when he was elected to be the Mayor of San Antonio, which is the nations 10th largest city, thus, becoming the first Hispanic mayor of a major U.S. city. During the time Cisneros was Mayor from 1981 until 1989, he rebuilt the city’s economic stability by increasing tourism and creating jobs in downtown San Antonio, recruiting convention business, attracting high tech industries, and expanding housing opportunities. In 1985, he was elected president of the National League of Cities. And, in 1989, he became chairman of his newly organized â€Å"Cisneros Asset Management Company,† which was a financial management firm for tax-exempt institutions. During this time, he received two awards: the first was in 1982, when he was selected as one of the â€Å"Ten Outstanding Young Men of America.† The second was four years later in 1986, when City and State Magazine named him Outstanding Mayor. In addition to thes e two awards, he was awarded with Vista Magazine’s Hispanic Man of the Year Honor in 1991.   Ã‚  Ã‚  Ã‚  Ã‚  For three years after leaving his job as Mayor, Henry hosted â€Å"Texans,† which is a one hour television show that is produced quarterly in Texas, and â€Å"Adelante,† which is a national daily Spanish-language radio commentary.

“My Last Duchess” by Robert Browning Essay

Robert Browning sets the tone of â€Å"My Last Duchess,† by using three significant poetic techniques, one of which is imagery. Browning uses the Duke’s monologue to sketch out images in the reader’s mind of the Duchess herself, and the sinister personality of the Duke. Browning also uses another key device, which is diction to illustrate the darkness in this poem. Browning’s careful word choice adds to the description of the Duchess and perhaps her disgraceful behavior, as well as the Duke’s terrifying jealousy, and expectations. Finally, Browning also uses symbolism, which is instrumental in showing the Duke’s jealousy, which possibly could have led to the Duchess’ demise. Robert Browning is able to achieve a haunting, mysterious, and eerie tone in â€Å"My Last Duchess,† by using imagery, precise diction, and symbolism. The imagery in â€Å"My Last Duchess,† conveys a clear picture in the reader’s mind of not only of the Duchess, and her portrait, but also the darkness of the Duke’s life. The Duke begins his soliloquy by saying, â€Å"That’s my last duchess painted on the wall, / Looking as if she were alive,† (1-2) already the reader is hit with the image of the late Duchess’ portrait. A mysterious tone lurks as the Duke speaks because the reader now wonders how the Duchess died. As the Duke continues with his speech, he vividly paints a picture of the Duchess. The Duke recounts how the painter, Fra Pandolf compliments her beautiful skin by saying, â€Å"Paint / Must never hope to reproduce the faint /Half-flush that dies along her throat† (17-19). As the Duchess blushes at Pandolf’s kindness, the Duke’s jealousy is building up. As the Duke and his guest make their way downstairs to meet the rest of the company, the Duke says, â€Å"Notice Neptune, though / Taming a sea-horse, thought a rarity† (54-55). The image of Neptune as he tames the sea horse is a perfect example of the Dukes temperamental, and controlling personality. This image reflects his domineering disposition, which adds to the haunting, eerie tone. An eerie and mysterious tone is further enhanced by Browning’s use of diction. Browning’s particular word choice in this dramatic monologue steers the reader to believe that over time the Duchess’ flirtatious nature becomes more difficult for the Duke to handle. As he says to the emissary, â€Å"Sir, ’twas not / Her husband’s presence only, call that spot / Of joy into the  Duchess’ cheek,† (12-14) the Duke begins to explain how she is charmed by anyone, and â€Å"too easily impressed† (24). In addition to being overly impressed by gifts from â€Å"officious fools,† (27) the Duke is especially upset as he says, â€Å"she ranked / My gift of a nine-hundred-years-old name / With anybody’s gift.† By marrying the Duchess the Duke gave her the gift of nobility, and she now holds a higher social rank. He feels that that gift alone should maintain her happiness, and commitment to him. The Duke’s anger, and jealously have now escalated, and the reader begins to question what his madness will carry him to do. Another meticulous selection of words Browning uses is, † Oh, sir, she smiled, no doubt, / Whene’er I passed her; but who passed without / Much the same smile? This grew; I gave commands; / Then all smiles stopped together.† (43-46) The poem has now turned very mysterious, how was the Duchess executed, and who other than the Duke is responsible? Browning is able to make the Duke’s controlling nature apparent through the use of symbolism. The Duke’s need to be dominate and in control at all times is frightening. The portrait of the late Duchess is a symbol to show the Duke’s dominance. The Duchess had slightly rebelled against the Duke, and he questions her fidelity when he says, â€Å"She thanked men, good! But thanked / Somehow I know not how† (31-32). The Duke was distraught that he was unable to control her innocent blushes, or friendly smiles at others. It finally came time for the Duke to take matters into is own hands, he then, â€Å"gave commands,† (45) and â€Å"then all smiles stopped together† (46). The art is a symbol that he is now able to control her every glance and every smile. Not only does he now have complete control over her, his guests are only allowed to see her when he draws a curtain and permits them to. It is exceptionally haunting that the Duke is so obsessed with having the power to control someone. The imagery brought to the reader’s mind as the Duke is entertaining the emissary is chilling. Browning’s comparison between the Duke and Neptune increase the mysterious effect. As the Duke explains that he refuses to allow his next wife to behave the way the late Duchess did, mystery sets in as it makes the reader question if he is capable of committing this crime  again, and how the Duchess was brought to her demise. Browning’s word choice also enhances the mystery and eeriness of the poem. By using diction, the Duke’s controlling personality was described. Finally, Browning uses the Duchess’ portrait as a symbol In conclusion, Robert Browning achieved a haunting, mysterious, and eerie tone through the use of three poetic techniques.