explanation paper benchmark :: essays research papers

Explanation Paper (European Foods~ Impact of Exploration) For my benchmark, I chose to research and learn about the impact that exploration had on European foods. In my oral presentation, which I will give on March 21, 2002, I will explain certain characteristics before and after European exploration. I will speak about how the only spices that were ordinarily used in Europe in the beginning of the Renaissance were pepper and salt, while after Christopher Columbus explored the new world common spices also included ginger and cinnamon. In addition, I will refer to other ways that foods were flavored, for example by sugar which was extracted from sugar cane, and I will talk about how poultry and meat were common meals in Europe during the Renaissance, although for most people it was served in an old, decayed manner, as only privileged folk could afford fresh meat. In addition, I will talk about how only few, orchard grown fruits were known to Europeans before exploration, while afterwards, they had knowledge of pineapples, kiwi, blueberries, etc. During my presentation, I will also refer to my museum exhibit, which will include a timeline of important dates, quotes, facts, and a world map, and I will refer to a poster that I create, which will also include many interesting facts about the impact of exploration on European foods. The topic that I researched is an extremely important piece of history. Because of exploration, many common foods were discovered, such as coffee, peanuts, chocolate, red and green peppers, tomatoes, potatoes, and kiwi (Tannahill 241). Pineapple, which is another example of a common food today that was discovered during medieval times, was introduced to Christopher Columbus by the Carib Indians on his second voyage to the Caribbean region in November of 1493 (Levins 4). In addition, spices and sweeteners that were discovered during this time period have all helped widen the horizons of present day cuisine. For example, Christopher Columbus was introduced to cinnamon and ginger on one of his voyages to the New World. Both of these spices are commonly used today to greatly improve the taste of many foods. Also, vanilla was introduced to Europeans in 1529, syrup began being extracted from Maple trees, and sugar was put in gravy for an improved taste after people explored the world (Ushe rwood 26). Most of the spices, sweeteners, vegetables, fruits, and meat that were discovered during medieval times are all common foods today, in the twenty-first century.

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Industrial Marketing Research PHASE 2 1) What are the strategy components of the NPD â€Å" New product Development† ch 7 * The expected life cycle of the product ( 2 years – 5 years ) before we develop it or 10 years. e. g. Peugot 504 Model 1968 was expected to stay in the market undeveloped for 5 years, it stayed for 17 years and there is still demand which affected the demand of other Peugot Models * How are you going to approach the market? * Why are people going to accept your product? Attributes of new products which affect their acceptability Relative advantage: the perception that the idea is better than the one it supercedes * Compatibility. Consistency with existing values, past experience, and needs of a firm’s buyers and influencers * Complexity: more complex ideas are adopted more slowly. * Trialability: if a firm can try out a small aspect for a new idea it will be accepted more quickly than a firm has to make a major switch * Observability: if the effects of an innovation can be easily observed this innovation maybe adopted more quickly. NPD Process Opportunity identification and selection: where new product opportunities are identified and selected. * Concept generation: research with customers and preliminary analysis take place. * Concept evaluation: careful review of new product concepts on technical, marketing and financial variables. Choose the most promising concepts to move forward to the next phase. * Development: both technical and marketing development takes place. Prototypes are designed and tested and the production pro * Launch: how are you going to launch this product and for which prospects? ) Description of services offered (Pure Services/ Pure tangible goods) as well as pricing strategies of services. Ch 8 Combinations of service and physical product * Pure tangible good: products no service * Tangible good with accompanying services: this is a tangible product with services added, highly technical products usually are more dependent upon services such as planning, installation, training, and maintenance. * Hybrid: equal offering of goods and services, so the service portion of the offering is equal importance to the tangible product offering * Major service with supporting goods and services.The most important part is the service but some goods and supporting services are required e,g, business travellers on air line they need food. * Pure service: the offering is primarily a service, such as consulting or advertising, very little tangible goods are required. * Phase 2 is an application of chapter 7 & 8 * Each member of the group should participate * A presentation is required next week in the tutorial * All members of the group should be present * You will be graded individually upon your presentation not how correct your research is * We will explain in the tutorial this week how this phase will be done.

Deception Point Page 72

The President looked around the room for Tench. He had not seen her since before his press conference, and she was not here now. Odd, he thought. This is her celebration as much as it is mine. The news report on television was wrapping up, outlining yet again the White House's quantum political leap forward and Senator Sexton's disastrous slide. What a difference a day makes, the President thought. In politics, your world can change in an instant. By dawn he would realize just how true those words could be. 85 Pickering could be a problem, Tench had said. Administrator Ekstrom was too preoccupied with this new information to notice that the storm outside the habisphere was raging harder now. The howling cables had increased in pitch, and the NASA staff was nervously milling and chatting rather than going to sleep. Ekstrom's thoughts were lost in a different storm-an explosive tempest brewing back in Washington. The last few hours had brought many problems, all of which Ekstrom was trying to deal with. And yet one problem now loomed larger than all the others combined. Pickering could be a problem. Ekstrom could think of no one on earth against whom he'd less rather match wits than William Pickering. Pickering had ridden Ekstrom and NASA for years now, trying to control privacy policy, lobbying for different mission priorities, and railing against NASA's escalating failure ratio. Pickering's disgust with NASA, Ekstrom knew, went far deeper than the recent loss of his billion-dollar NRO SIGINT satellite in a NASA launchpad explosion, or the NASA security leaks, or the battle over recruiting key aerospace personnel. Pickering's grievances against NASA were an ongoing drama of disillusionment and resentment. NASA's X-33 space plane, which was supposed to be the shuttle replacement, had run five years overdue, meaning dozens of NRO satellite maintenance and launch programs were scrapped or put on hold. Recently, Pickering's rage over the X-33 reached a fever pitch when he discovered NASA had canceled the project entirely, swallowing an estimated $900 million loss. Ekstrom arrived at his office, pulled the curtain aside, and entered. Sitting down at his desk he put his head in his hands. He had some decisions to make. What had started as a wonderful day was becoming a nightmare unraveling around him. He tried to put himself in the mindset of William Pickering. What would the man do next? Someone as intelligent as Pickering had to see the importance of this NASA discovery. He had to forgive certain choices made in desperation. He had to see the irreversible damage that would be done by polluting this moment of triumph. What would Pickering do with the information he had? Would he let it ride, or would he make NASA pay for their shortcomings? Ekstrom scowled, having little doubt which it would be. After all, William Pickering had deeper issues with NASA†¦ an ancient personal bitterness that went far deeper than politics. 86 Rachel was quiet now, staring blankly at the cabin of the G4 as the plane headed south along the Canadian coastline of the Gulf of St. Lawrence. Tolland sat nearby, talking to Corky. Despite the majority of evidence suggesting the meteorite was authentic, Corky's admission that the nickel content was â€Å"outside the preestablished midrange values† had served to rekindle Rachel's initial suspicion. Secretly planting a meteorite beneath the ice only made sense as part of a brilliantly conceived fraud. Nonetheless, the remaining scientific evidence pointed toward the meteorite's validity. Rachel turned from the window, glancing down at the disk-shaped meteorite sample in her hand. The tiny chondrules shimmered. Tolland and Corky had been discussing these metallic chondrules for some time now, talking in scientific terms well over Rachel's head-equilibrated olivine levels, metastable glass matrices, and metamorphic rehomogenation. Nonetheless, the upshot was clear: Corky and Tolland were in agreement that the chondrules were decidedly meteoric. No fudging of that data. Rachel rotated the disk-shaped specimen in her hand, running a finger over the rim where part of the fusion crust was visible. The charring looked relatively fresh-certainly not three hundred years old-although Corky had explained that the meteorite had been hermetically sealed in ice and avoided atmospheric erosion. This seemed logical. Rachel had seen programs on television where human remains were dug from the ice after four thousand years and the person's skin looked almost perfect. As she studied the fusion crust, an odd thought occurred to her-an obvious piece of data had been omitted. Rachel wondered if it had simply been an oversight in all the data that was thrown at her or did someone simply forget to mention it. She turned suddenly to Corky. â€Å"Did anyone date the fusion crust?† Corky glanced over, looking confused. â€Å"What?† â€Å"Did anyone date the burn. That is, do we know for a fact that the burn on the rock occurred at exactly the time of the Jungersol Fall?† â€Å"Sorry,† Corky said, â€Å"that's impossible to date. Oxidation resets all the necessary isotopic markers. Besides, radioisotope decay rates are too slow to measure anything under five hundred years.† Rachel considered that a moment, understanding now why the burn date was not part of the data. â€Å"So, as far as we know, this rock could have been burned in the Middle Ages or last weekend, right?† Tolland chuckled. â€Å"Nobody said science had all the answers.† Rachel let her mind wander aloud. â€Å"A fusion crust is essentially just a severe burn. Technically speaking, the burn on this rock could have happened at any time in the past half century, in any number of different ways.† â€Å"Wrong,† Corky said. â€Å"Burned in any number of different ways? No. Burned in one way. Falling through the atmosphere.† â€Å"There's no other possibility? How about in a furnace?† â€Å"A furnace?† Corky said. â€Å"These samples were examined under an electron microscope. Even the cleanest furnace on earth would have left fuel residue all over the stone-nuclear, chemical, fossil fuel. Forget it. And how about the striations from streaking through the atmosphere? You wouldn't get those in a furnace.† Rachel had forgotten about the orientation striations on the meteorite. It did indeed appear to have fallen through the air. â€Å"How about a volcano?† she ventured. â€Å"Ejecta thrown violently from an eruption?† Corky shook his head. â€Å"The burn is far too clean.† Rachel glanced at Tolland. The oceanographer nodded. â€Å"Sorry, I've had some experience with volcanoes, both above and below water. Corky's right. Volcanic ejecta is penetrated by dozens of toxins-carbon dioxide, sulfur dioxide, hydrogen sulfide, hydrochloric acid-all of which would have been detected in our electronic scans. That fusion crust, whether we like it or not, is the result of a clean atmospheric friction burn.† Rachel sighed, looking back out the window. A clean burn. The phrase stuck with her. She turned back to Tolland. â€Å"What do you mean by a clean burn?† He shrugged. â€Å"Simply that under an electron microscope, we see no remnants of fuel elements, so we know heating was caused by kinetic energy and friction, rather than chemical or nuclear ingredients.† â€Å"If you didn't find any foreign fuel elements, what did you find? Specifically, what was the composition of the fusion crust?† â€Å"We found,† Corky said, â€Å"exactly what we expected to find. Pure atmospheric elements. Nitrogen, oxygen, hydrogen. No petroleums. No sulfurs. No volcanic acids. Nothing peculiar. All the stuff we see when meteorites fall through the atmosphere.† Rachel leaned back in her seat, her thoughts focusing now.

Joy Luck Club2 essays

Joy Luck Club2 essays The Joy Luck Club, Amy Tan, 1989, Chinese A. Jing-Mei (June) Woo. June is rebellious in nature, always swimming against her mothers dreams for her, not because they were harmful dreams but because she felt she could never live up to them, and she didnt because she thought she couldnt. Her mothers death has brought her face to face with questions about herself, her mother, and both their identities. B. Suyuan Woo. Like any mother Suyuan wanted her daughter to be the best she could be. She pushed her, to make her proud of herself, to give that one child what the two that were swallowed by her past could not. A. An-Mei Hsu. She is a strong woman, whose strength came form her mothers sacrifice. She wishes her daughter to be strong as well, to break with the Chinese role of swallowing ones own tears, and sorrows. B. Rose Hsu Jordan. A character drowned in vacillation, Rose has given her life to a dominating husband, until that husband leaves her. This is when after all the confusion in her heart clears and she finds the strength, the voice her mother intended her to have. C. Lindo Jong. Lindo is a brave cunning woman who found a way to change her fate, tied to an undesired husband. As a mother she is controlling if not somewhat possessive, she only wishes the best of both worlds for her daughter, American and Chinese. D. Waverly Place Jong. Waverlys character is intelligent, calculating yet fragile. She could outsmart any chess opponent and stubbornly believed it was all her merit yet the instant her mother no longer demonstrated how proud she made her, she became weak. Independence from her mothers feelings and actions seems to be her largest desire but she cant, and maybe she shouldnt fight so hard and realize her mother is not her opponent. E. Ying-Yin St. Clair. Ying-Yin is a dismal character. Scared from her first marriage, empty because her spirit, her joy has fled her b...

Free Online Computer Courses for Adults

Free Online Computer Courses for Adults Whether you are new to the computer or just want to brush up on your skills, you can find a free course online to meet your needs. Working through tutorials is a great way to practice computer skills you can use every day at home or at work. Entry-Level Courses There are numerous computer classes designed for beginners; they cover a variety of topics, from email and web browsing to word processing and graphic design. GCFLearnFree:  This treasure trove of free classes is designed for all computer owners, whether youre a PC, Mac, or Linux fan. Free classes cover basic skills, email, internet browsing, and Mac and Windows basics. For more advanced users, free classes in social media, cloud storage, image editing, and mobile devices bring you up to date with the most recent hardware and software.ALISON:  ALISON ABC IT is a free online information technology  course that teaches everyday computing as it relates to work and life. The course focuses on Microsoft Office  applications and touch typing. Topics include computer software and hardware, file management, IT safety, email, and word processing. The program takes 15 to 20 hours to complete. A score of 80 percent or more in each of the course assessments qualifies you for a self-certification from ALISON.Home Learn: All the free online tutorials at the Home Learn site are aimed at complete beginners. You dont need any experience to get st arted. Tutorials cover Windows XP, Windows 7, and Windows 10. Several courses cover dealing with spyware. The beginners guide to going wireless addresses the basics, including routers, what you need to buy to go wireless, and safety. Outlook Express is the subject of 10 tutorials. Free-ed: Offers a  collection  of free e-books, courses, and tutorials on computer programming, operating systems, database operations, web scripting, and design, networking, communications, game design, animation, and virtual reality.Meganga: Provides free basic computer training for beginners and seniors.  The video tutorials cover computer basics, Windows, troubleshooting, Word, Outlook, and other topics.CT Distance Learning Consortium: The CTDLC offers a free four-module tutorial that covers computer skills, email, word processing, and web browsing. Each of the modules is self-paced and comes with review questions so you can evaluate your progress. The computer skills module includes instruction on using a mouse, click and double-click, opening and closing files, locating saved files, and copying and pasting between files and text.Education Online for Computers.com: Offers both free and paid training. The free training includes instruction on computer software including Wor d, Excel, Access, Outlook, Powerpoint, Photoshop, Flash, and web development. Intermediate and Advanced Courses Once youve mastered the basics, you may wish to explore more advanced computer applications, including program design, data analysis, and cybersecurity. FutureLearn: Offers hundreds of free online courses from top universities and other organizations. These classes last up to several weeks each and are suitable for intermediate and advanced computer users. Topics include robotics, social media, digital accessibility, managing your identity, searching and researching, and cybersecurity.Skilledup: Offers a collection of free online computer science courses. Although some classes are self-paced, some  require weeks or months of study, just like real college courses. Among the topics covered are cryptography, compilers, program design, hardware security, fundamentals of programming, web development, web intelligence, and big data.

Answers to Questions About Restrictive and Nonrestrictive Constructions

Answers to Questions About Restrictive and Nonrestrictive Constructions Answers to Questions About Restrictive and Nonrestrictive Constructions Answers to Questions About Restrictive and Nonrestrictive Constructions By Mark Nichol The following questions from readers pertain to how to distinguish essential information from nonessential information. 1. A colleague of mine wrote, â€Å"Institutions need to be able to collect and collate data in a centralized tool, which is easily accessible and can be mined to inform data-analytics activities.† I corrected it to â€Å"Institutions need to be able to collect and collate data in a centralized tool that is easily accessible and can be mined to inform data-analytics activities,† but she disagrees with the edit. I know I’m right, but how do I explain it to her? In your revision, you have altered the sentence to reflect the writer’s interest in presenting the essential details that the centralized tool is easily accessible and is conducive to data mining. The original version of the sentence offers the details in an offhand fashion, set off as a subordinate clause rather than as part of the main clause. Both versions are grammatically valid, but only your revision conveys the emphasis the writer intends. 2. When is it right to put a comma in front of â€Å"such as†? In many of your examples, I notice that there is no specific standard to using â€Å"such as.† At times, you write it as â€Å", such as,† and at other times, you omit the comma preceding â€Å"such as.† Are there any rules to using a comma before â€Å"such as†? Precede â€Å"such as† with a comma when the phrase that includes the listed examples is not essential to the sentence, such as in â€Å"The program offers team sports, such as basketball and softball, for adults in recreational and competitive leagues.† Omit a comma before â€Å"such as† when the information is essential: â€Å"The program offers team sports such as the ones listed below for adults in both recreational and competitive leagues.† The wording in these examples is identical, but there’s a subtle difference in meaning: The commas in the first example set off the phrase â€Å"such as basketball and softball† as a parenthesis in the main clause â€Å"The program offers team sports for adults in recreational and competitive leagues,† which states that the program is exclusively for adults. The second sentence refers to a list of sports for adults in recreational and competitive leagues, implying that other team sports may be offered that are exclusively for children or are for adults or children alike or are only recreational or only competitive. 3. â€Å"In the sentence ‘Chairs that don’t have cushions are uncomfortable to sit on,’ I think which is acceptable in place of that, because chairs is a nonperson noun. I would appreciate if you let me know why that is the only correct answer.† The fact that chairs refers to a class of objects, rather than people, is irrelevant. That is not the only correct answer, but it is the best one. In American English, most careful writers employ that and which distinctly to clarify the difference in meaning between restrictively and nonrestrictively constructed sentences: â€Å"Chairs that don’t have cushions are uncomfortable to sit on† refers to a particular class of chairs: those without cushions. The implication is that many chairs are comfortable; the ones specifically referred to are a categorical exception. â€Å"Chairs, which don’t have cushions, are uncomfortable to sit on† expresses- erroneously- that all chairs are cushionless. (The phrase â€Å"which don’t have cushions† is parenthetical; it can be omitted without altering the meaning of the basic sentence: â€Å"Chairs are uncomfortable to sit on.† However, this sentence is also incorrect in its assertion.) Some writers will use which in both types of sentences: â€Å"Chairs which don’t have cushions are uncomfortable to sit on† and this is common in British English but most people (at least those in the United States) recognize that the distinctive wording helps strengthen the role of the commas in distinguishing meaning. By the way, although â€Å"Chairs, which don’t have cushions, are uncomfortable to sit on† and the abridged version, â€Å"Chairs are uncomfortable to sit on,† are logically erroneous comfortable chairs certainly do exist (though, unfortunately, I’m not sitting in one right now) a similarly constructed sentence can be valid: â€Å"Ostriches, which can’t fly, rely on their strong legs for mobility.† Conversely, because no ostriches are capable of flight, â€Å"Ostriches that can’t fly rely on their strong legs for mobility† is problematic. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesDisappointed + Preposition150 Foreign Expressions to Inspire You

Managing responsibly in a Global Environment - Reflection Journal on Movie Review

Managing responsibly in a Global Environment - Reflection Journal on Blue Gold - Movie Review Example n that we utilize 30 billion gallons of water dailly which is 15 times more than the amount of groundwater produced invoked me on the ways I could implement to curtail my misuse of water. It invoked my sense of humanity to the point that I though ven if it won’t be in my life time when the water wars will be fought, how will humankind survive and thrive? The movie also compelled me to be overly preservative and conservative of land, water and its sources. It changed my view of use of water in agriculture,manufacturing and production of soft drinks. This is because I thought to myself if through our humankind actions 60% of the wetlands in the world have been destroyed and most of land has become deserts then the water crisi may be innevitable! Furthermore, bearing in mind that most of the 3% fresh water is polluted, where are we headed as a planet? It dawned on me that unless we did something now and fast water crisis will be here with us soon enough. After viewing the film I became aware of the way man destroys himself through greed. I could not imagine the extent to which desire for money has driven men to convert water from a public good to a commercial good for profiteering. In addition, it was more painful to learn that even the world organisations, corporations and governments which pretend or are supposed to be pro humanity are at the fore-front in causing water crisis through corruption and wierd laws.It has become even worse since water sources are being sold off as private land to individuals as opposed to being a reserve land to governments. The movie created a sense of urgency to me regarding the role I have to play to combat this crisis. This is because as it stipulates we are 50 years away from the crisis unless actions are taken.Recently, I have become vocal and action oriented towards the goal of preventing occurrence such a crisis to our future generations.In addition, I have been in full support of new technologies aimed at conserving or