Frankenstein by Mary Shelley and the doctor assuming the role of God Essay

Frankenstein by Mary Shelley and the doctor assuming the role of God - Essay Example â€Å"A new species would bless me as their creator and source: many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs.† (Shelley, 58) Therefore, it is evident that there is an insatiable urge in Victor Frankenstein to assume the role of God and he is often criticized for crossing ethical and moral boundaries with the aim of achieving this goal. An understanding of his experiences with the monster in the novel confirms that his choice is executed with ill-intentions and questionable for ethical motives. This paper makes a reflective exploration of the idea that Victor was wrong in assuming the role of God. Assuming the role of God for the purpose of creating life is wrong, and such an endeavor led to the detriment of Dr. Frankenstein in Mary Shelley’s Frankenstein. A profound analysis of the theme of assuming the role of God in Mary Shelley’s Frankenstein confirms tha t the major character, Dr. Frankenstein, has been highly obsessed the lure of creating life from his early childhood onwards. At his young age, Victor was fascinated by the wonders life offered him and he wanted to learn about all of them and he dedicated his time to exploring the realms of these wonders through the study of alchemy, chemistry, philosophy and human anatomy. As a youngster, Victor was obsessed with the power of knowledge and wished to find out the secrets of nature and its powers. â€Å"The most learned philosopher knew little more. He had partially unveiled the face of Nature, but her immortal lineaments were still a wonder and a mystery†¦ I had gazed upon the fortifications and impediments that seemed to keep human beings from entering the citadel of nature, and rashly and ignorantly I had repined.† (47) Significantly, his obsession for knowledge led Victor to make a life-altering decision – the decision to create an animate being. After several years of labor – intensive work – stitching together different pieces of flesh into one being – Victor finally completed his task and created life. The outcome, however, was not the wonderful being he had hoped for, but rather a monstrous atrocity. He had created a fearsome and inhuman creature; he created a monster. Thus, Harold Bloom presents â€Å"Victor Frankenstein, in his act of creation, as being momentarily a moral idiot, like so many who have done his work after him†¦ When the ‘dull yellow eye’ of his creature opens, this creator falls from the autonomy of a supreme artificer to the terror of a child of earth†¦Ã¢â‚¬  (Bloom, 6) Therefore, it is fundamental to maintain that Victor’s attempt to assume the role of God by creating a monster resulted in his ultimate detriment and tragedy in life. One of the essential factors about the character of Victor in the novel is that he is presented as a counterfeit of God and as a Fau stian figure, rather than a Promethean one. Significantly, the intention of the protagonist in assuming the role of God in Mary Shelley’s Frankenstein has not been one of serving the welfare of humanity, but rather to serve his egoistic motive of acquiring power and respect of his creation. In fact, the most fundamental irony of the novel Frankenstein: Or,

Heroes and Celebrities Research Paper Example | Topics and Well Written Essays - 750 words

Heroes and Celebrities - Research Paper Example Celebrities on the other hand are renowned popular personalities from the entertainment, sports, social or political origin usually with professional mission – who have essentially mesmerized the common mass with extensive fan-following through media publicity, sensational enterprising which at times may have positive significance or mere dramatic impression on the community. Heroes play an essential and pivotal role shaping and developing the lives of the common mass to aspire and inspire them to the esteemed goal. However in the present scenario with the advent of the globalization, fast lifestyle and rate-race, the differentiation between the terminologies ‘heroes’ and ‘celebrities’ is often forgotten and overlapping. In this current era of ‘reality TV shows’ like Survivor, The Amazing Race, American Idol, The Swan, Extreme Makeover, Big Brother etc. with the creation of instant celebrity status and even at times infamy hypes – the cult celebrity worship has almost become synonymous to heroic aspirations. In this context the common population in the recent times have become more prone to ‘herd response’ whereby an enormous group of people react in the specific direction the media broadcasts and advertisements would attract and appeal them to through enchantment of glitz-glamour, monetary-allur ement or dream-fascination. The traditional beliefs in regards to celebrity establishment and hero-worshipping are getting fundamentally transformed from the very foundation with the presence of luck fortune and at times prosperity, the common people are gaining the celebrity prominence and becoming the social icon almost overnight, especially in shows like the American Idol, The Swan, Extreme Makeover and the like. With the introduction of cosmetic surgery and hi-tech beautification methodologies within the reach of the common contestants till that time as in the

Assess the impact by 1939 of Nazi Essay Example for Free

Assess the impact by 1939 of Nazi Essay The National Socialist Party came to power through a series of swift, ruthless and devastating actions which firmly established Germany as a fascist state. The centralisation of power in Germany, known as co-ordination (Gleichschaltung), was initiated on the day of the election and was carried out with such clinical efficiency, that the German state was completely transformed within a matter of months. Hitlers Gleichschaltung was extremely successful in altering the cultural and economic landscape of Germany in the years between 1933 and the commencement of the Second World War in 1939. National Socialism touched every aspect of life; youth culture, the role of women, education, the economy and the effect it had on employment, the working class, as well as religion in the domination of the Christian Church. As this essay will explain, each of these individual developments in German society, which were initiated by the Nazi regime, came together to precipitate a complete cultural transformation for the lives of German people by 1939. Nazi Seduction of the German People The attraction of the Third Reich was compelling for the German people and strong feelings of national pride were instilled in the mass population. Germans were moved by wave after wave of brilliantly staged nationalistic promptings in the form of spectacular public rallies and stirring speeches. The totalitarian state model, which was so important to the Nazi Partys grip on its people, was achieved through a mix of persuasion, motivation and discrimination. Individualism was quickly replaced by a way of life steeped in collective gestures and symbols; mass rallies, uniforms, public commemorations and in particular, the gesture synonymous with the Nazi era the Heil Hitler salute. Although these public messages became tiresome to many Germans, they were a constant theme throughout the Nazi era, and were therefore inescapable. They were successful in convincing the German masses of the power of the Third Reich as an all conquering, superior phenomenon. Youth The mobilisation of German youth was a vital cog in the National Socialist propaganda machine. The drive towards creating a fiercely dependent and loyal German youth was formed on the basis of a rejection of the old bourgeois world in favour idealistic notions of a new and more egalitarian society.The lengths to which the Nazis went, in order to harness the loyalty of the German youth were great and centred on the creation of a rival organisation to the formal education system called the Hitler Youth (Hitler Jugend). When Hitler came to power in 1933, the Hitler Youth organisation had only 107,956 members. By the end of 1933 however, under the leadership of Baldur von Schirach, most youth movements were under the influence of the Nazis and the few remaining nonconformists such as Catholic organisations were feeling the Nazi influence. Two laws, which came into effect in December 1936 and March 1939 made participation in the Hitler Youth (HJ) mandatory, driving up membership of the organisation to 8,870,000 at the beginning of 1939. The Hitler Youth indoctrinated young Germans with Nazi concepts of race, discipline and obedience. Summer camps were set up, in which political ideological teachings, physical fitness, rifle practice, endurance and team-building games were core activities. The aim was to breed a new type of German, one which was loyal to National Socialism and would thus ensure the future existence and expansion of Germany as a Nazi state. The Family The family was an institution of supreme importance to the Nazis, being regarded as crucial to the future success of The Third Reich. Much was done to raise the popularity of marriage and increase birth-rate, as mothers who stayed at home to bring up large families were put on a pedestal and treated with utmost respect. On 12 August the birthday of Hitlers mother every mother who had given birth to a large number of children was awarded a Mothers Cross. Rewards for raising large families were also financial, as special welfare benefits were awarded to encourage marriage and motherhood.  Newly married couples were offered a 1,000 mark loan, repayable at three per cent interest, which was reduced by 25 per cent after the birth of each child. This loan effectively turned into a free gift from the state following the birth of four healthy children. Women The role of women in Nazi Germany was clearly defined, encouraging them to embrace their natural role as mothers. As already mentioned, women were the focus of the Nazi drive to boost birth rate, and were ushered away from the idea of a full-time career in favour of starting or extending a family. Furthermore, within education, girls would be directed away from developing their academic ability and independence, in favour of training for future maternal roles through compulsory courses in domestic science and biology. Upon reaching adulthood, the indoctrination of Nazi ideals continued through membership of three womens organisations, all created by the Nazi party the German Womans Enterprise, the National Socialist Womanhood and the Reich Mothers Service. By March 1939, over 1.7 million German women had attended one of these Nazi organised courses. The Working Class In its crusade to win over the working class, the Nazis offered a vast array of publicly funded leisure activities. The Nazi Kraft durch Freude (KdF) (Strength through Joy) organisation was officially founded to promote the physical prowess of the individual, although in reality its essential purpose was to educate and socialise the German population into National Socialism. The Nazi leisure policy was initiated with the hidden intention of rallying the German people towards active voluntary participation in National Socialist Germany. An active, thriving leisure movement it was believed would contribute to the thrust of National Socialism as a whole, enhancing the vitality and all round commitment to the German cause. The Economy The economic success of the Nazi regime is remembered most for its remarkable success in reducing unemployment. The cornerstone of this recovery was the implementation of the many work programmes, which created jobs for the phenomenal number of unemployed Germans at the beginning of Hitlers reign. German economists had recognised that the abandonment of narrow fiscalism in favour of counter-cyclical strategies based upon investment in the infrastructure and public housing was essential in order to reduce levels of unemployment. Job creation schemes, such as the construction of the Autobahn the major motorway network and house building schemes resulted in a fall in unemployment from 34% in January 1933 to 13.5% in July 1934. Religion Upon coming to power, Hitler embarked on a crusade to eradicate Christianity, as he believed it to be a product of Jewish culture a religion he perceived as a corrosive influence on the German population. The process of gradually reducing the influence and presence of the church in Nazi Germany was achieved in a number of ways. The establishment of the Reich Church, the German Christians organisation and the German Faith movement introduced a new Christian religion based on the core ideals and beliefs of National Socialism. This was yet another example of the iron grip with which the Nazis sought to control the German population. Conclusion Nazi economic and social policy had a phenomenal effect on the German mass population by 1939. The levels of propaganda used to capture the loyalty of the German people were deeply influential, effectively brainwashing the population. The focus on the future strength and solidarity of The Third Reich as a totalitarian state saw key aspects of the German lifestyle subjected to significant changes between 1933 and 1939. The effect that Nazi social and economic policies had were seen most significantly in their effect on women, youth, education, the economy with regards to employment, the motivation of the working class, and religion. Nazi propaganda went further than this in its influence on the German way of life, as the press,  industry, art and culture, and all forms of entertainment were transformed into mere puppets of the Nazi regime. The gradual erosion of individualism and devotion to The Third Reich amongst German people could not have been achieved without the changes imple mented in these fundamental aspects of daily life.

Inter Professional Education Reflective Account Nursing Essay

Inter Professional Education Reflective Account Nursing Essay Throughout my time on the Year 1 Inter Professional Education (IPE) programme, I have compiled this portfolio consisting of a reflective account on my performance in throughout the programme. Included in this file are a number of secondary resources utilised in constructing the account as well as in aid of assembling the team presentation. My IPE group consisted of 4 medical, 2 pharmacy and 3 nursing students. As a multidisciplinary team, we collectively produced a presentation regarding clinical communication and ethical considerations in patient centred healthcare. Our theme was based around the growing issue of underage pregnancies throughout the capital. The wider issues of this topic ranging from the ethical, psychological, and moral implications as well as the great variety of healthcare professionals involved in managing such incidences. We chose this topic as it was something the whole group had differing views on and wanted to explore further. A copy of the article, Policy disaster as teen pregnancy rate rises to its highest in 10 years, is included for the benefit of the reader. This article from the Times Online was the key inspiration behind our choice of topic as it outlines the huge extent of the problems posed by teenage pregnancies. According to the article Britain has the highest incidence of teenage pregnancies in Western Europe. Despite the highly sensationalist tone and the incomprehensive survey of the contributing factors of teenage pregnancy, the article does offer a fascinating introspection into the ethical issues regarding pregnancy among girls below 16, the age of consent. The slideshow utilized during the team presentation, Yvonne at the clinic, is included for the benefit of the reader. As one can see it contains the key concepts the team touched upon during the presentation which was interspersed with a model role-play featuring a consultation at a sexual health clinic. Moreover, the script for the role-play has also been enclosed to help the reader appreciate the teams corroboration in conveying current issues integrated in a model scenario. Please find enclosed further evidence highlighting our effective teamwork comprising of emails, peer review forms and a diary of progress which had been logged between the IPE sessions. The essential features of a team and how it develops have been explained by Tuckmans summary of team development (1965). The model was used as a reference point for the groups progress, evaluate the teams development and to contemplate the next stage of action. The reflective account further vindicates how Tuckmans summary is clearly not exhaustive in describing the great spectrum of team behaviours. Instead, the IPE programme has enlightened the view that group dynamics are variable and so mechanical. Therefore the unpredictability arising amongst different teams, especially multi and possibly more vast amongst inter-disciplinary teams reinforces the belief that there are many contributors which affect group work. To conclude, I hope the reader finds the following account and secondary sources beneficial. In the time that has been allocated, I have tried my utmost to submit an honest account of my contribution to the IPE programme. Sincerely, Reflective Account In this reflective account, I will evaluate and analyse my performance as a team member throughout the IPE programme using the Kolb (1984) cycle1. David Kolb argues that experience is the source of learning and development. The cycle constitutes the following four stages; Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active experimentation. Kolbs cycle suggests it is necessary to reflect on an experience, evaluate it and formulate concepts, which can then be applied to new situations such as working in a multidisciplinary team (MDT) 2. CAIPE uses the phrase interprofessional education (IPE) as a generic term which occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care CAIPE (2007)3. Our team consisted of nine people (four medical, three nursing and 2 pharmacy students). The application of an inquiry based learning (IBL) technique, would allow us to enhance our problem solving and communication skills. Over a period of five weeks, the team managed to present an ethical case study conveying the importance of communicative efficacy and ethical considerations within MDTs in providing patient centred care. In this paper I incorporate theoretical principles to the teams performance4-7 in a bid to divulge a deeper understanding of how and why I improve specific areas of my performance as a team member. Concrete Experience In the first IPE session, our objective was to decide the focus of our inquiry. Right from the onset, to my disbelief, the group was extremely focused and driven to the task at hand. Initially I was hesitant mainly due to the exposure of so many strangers with varying personalities but equally eager to think aloud4. This threatening situation meant that any early communication was difficult and for a considerable amount of time I found myself very quiet8. The reason for this was that my views towards this task were initially sceptical because of previous prejudices held against other disciplines. However, as the meeting progressed, I learnt that such presumptions had no basis and had arisen due to a lack of contact between the disciplines. A consensus was reached within the group to carry out our task along the lines of teenage pregnancy among girls below 16 and the wider implications it acquires. The session also included a simulated patient interview, which proved very informative and clearly highlighted the fundamental concepts of a consultation; rapport, empathy, body language, active listening and question styles. By the second session the group had conducted some research on loosely related material regarding the growing problem of teen pregnancies in the UK. In this student led session, we made a decision to commence the planning of the actual task. This was a very time consuming step to achieve as fellow members failed to comprehend the purpose of the goals we had set, since our task had a large scope and appeared vague. I felt it was my duty to urge the group to clear any misconceptions at this early stage and to channel our broad research into three specific concepts which are imperative to portray to our aud ience. I put particular emphasis on the current NHS guidelines, ethical issues and relevant multidisciplinary team approaches concerning the scenario5. Our concrete material which would provide the foundational premise for the duration of the course was provided by an article claiming Policy disaster as teen pregnancy rate rises to its highest in 10 years9. This article presents great scope for discussion including the ethical issues and the role of MDTs in managing such a growing problem. According to Bruce Tuckman (1965) there are a number of key issues relating to effective team discussion and behaviour10. Stage 1 is the forming phase and it depicts a teams natural instinct for guidance. Therefore, the premise for advancement for a particular group resides in the election of a leader. When discussing and deciding the topic for our presentation it became clear that certain individuals were more confident than others and my substantial contributions during the second session5, led me to assume leadership. Although my position involved delegating specific tasks to individuals, the group as a whole was very diplomatic and hence there was no need for an autocratic leader. As a result of this, the storming phase, which Tuckman described as the episode where decisions are most challenging, was a much rapid and unproblematic phase. This was because we all had a genuine interest in the topic and felt we each could contribute to the issue. The allocation of roles was carried out based on prior research. For instance, the individual whom had researched the healthcare team had the task of producing their own slide for the PowerPoint presentation. In addition the norming process of Tuckmans model was also coming into the fore as our keen actors6 were making great progress in their role-play of a consultation at a sexual health clinic. My contribution to the presentation consisted of a brief explanation of the importance of consent and whether a minor can consent to their own treatment (i.e. Gillick case, Fraser guidelines) 11, 12. Overall, continual discussion and communication between members mainly via emails enabled the presentation to evolve into the polished product which portrayed the efficient performing (final) phase of Tuckmans model. The team worked in an efficient manner after a sluggish start. The initial reservations were quickly diminished which helped us to progress towards our goals. During the days leading to the final presentation, I and a colleague realised some discrepancies in the script and the issue of a dress code for the team presentation was brought up6. Such concerns were clarified by email communication13, but unfortunately such enthusiasm was only shared amongst a few peers. Nevertheless, it was very satisfying to see that everyone had contributed something to the final presentation which was a sentiment to my effective delegation of roles14. I felt that a certain member had not contributed much throughout the course and was continually seeking a minimalist approach which could have been detrimental to the teams performance. I voiced my opinions in her peer review form so she could improve in the future as the potential adverse consequences of a breakdown of communication within the MDT can be damaging to the patients care. The roles conducted by the team members varied from communication, ethical issues and the role-play. Margerison and McCann (1995)15 constructed a teamwork model stating a successful team encompasses individuals with a variety of skills, hence fulfilling diverse roles. All the team members were, to differing extents, creators innovators as we each contributed something constructive. I believe certain members whom had thought of the idea of a role-play were more creative and others whom had continually produced their contributions on time were deemed concluders. Another individual whom had taken the responsibility of merging the slideshow together expressed her practical skills as an assessor, whilst another member helped to support me in my leadership role. Her efforts were invaluable in making by duties more proficient and constantly reminding me to book the library rooms for scheduled meetings. She was classified, according to the teamwork model, as an upholder. Finally, the indiv iduals involved in the role-play were concluders due to their quality standards and reporters because they were capable of incorporating prior knowledge to help answer questions following the presentation. I feel that I was a thruster because as a democratic leader it was my duty to organise and motivate other members, whilst continually involving them in the decision making process. Reflective Observation After the presentations, we took part in a peer review exercise, where our observations of each others performance throughout the course had to be reflected. The irony of teamwork is that a team is made up of individuals. These individuals will have different experiences, knowledge, expectations and priorities. Thus it is important that our team developed a keen interest in the performance as a whole, as this will influence individual contributions. Amongst the majority of peer review forms, I noticed many positive comments ranging from being knowledgeable on the subject of consent8, good at arranging ideas and has good delegation skills ensures everybody has an equal role to play14. This was extremely pleasing to learn because it illustrates that my fellow team members fully appreciated the effort that I put into the project. Also, my contribution to the presentation as a team player was also acknowledged stating I had contributed the knowledge and understanding of capacity and cons ent which helped to explain the patients rights in our role-play helped the nurses learn about the Gillick test, which until then we had no understanding of16. I believe this statement portrays my effective communication amongst the team throughout the programme enabling the group to maximise our potential to work in an MDT approach. Amongst the very few negative comments, a team member justifiably observed that I was a bit quiet at the start of the IPE session8. In retrospect, I believe I should have been more expressive and honest with my group and have confidence in making alternative suggestions ultimately benefiting the group. Furthermore, another team member felt I could have taken more control/been more decisive so that people were clear of what to do17. It was interesting to note that he/she had also written that I was good at sorting out the details i.e. what exactly each person was going to go away and research17. Nonetheless, I felt that I delegated the tasks suitably because I had ensured that each member understood and had ownership of their tasks for the next session. Although the issue had never been brought up nor had I been emailed of any confusion in the allocation of roles, I believe that I should have utilized the luxury of emailing each member clearly what they had to do. Abstract conceptualisation From this experience, I have gained a lot of knowledge both on the issues regarding underage pregnancies as well as the skills required to work effectively in a team. My fellow members had enlightened me of the growing problem of teen pregnancies in certain boroughs around the capital and we all felt the government was failing this young generation. According to the article mentioned earlier, The expansion of confidential contraceptive services for young people under 169 was the main causal factor. I learnt through an inquiry based learning approach the importance of effective clinical communication and ethical considerations in managing the issue. Furthermore, a fellow member also enlightened the group on the vital role of the sexual health centres in providing education and advice for the younger generation. I have also discovered the challenges associated with controlling large teams of varying disciplines. Apart from the logistical constraints, each member of the team had their own schedule and hence the proposition of extra sessions was difficult to attain. However, many challenges and complications were dealt with very effectively via email13, thus eliminating the scheduling and logistical constraints in place. Coordinating nine members of a team demanded good organisational and most importantly time management skills. This is enormously beneficial for me because as I progress through my medical career, there is an increasing demand for efficient teamwork. Active experimentation On reflection it is clear that our team worked very well together and expressed ourselves to construct an effective presentation of the chosen scenario. The Egalitarian atmosphere during the meetings was admirable, where every decision involved a vote of confidence. Nevertheless I feel as group leader I should have struck a balance between collective decision making and being more abrupt, as well as ensuring that all the tasks are being conducted well. Also in the future, fewer people could have presented the final task. A solution could have been to make a video for the role play, thereby freeing up more space for other members of the team on the stage. Overall, the IPE programme has been an incredible learning curve which has provided an insightful experience as well as an understanding of the significance of effective communication between professionals. Lastly, this experience has emphasized my weaknesses, but I have appreciated that others may have different ways of working; different skills and knowledge, which in practice contribute to the patients healthcare.

The Science Guys - Theories of Evolution :: essays research papers

Jean-Baptiste Lamarck (1744-1829) Today, the name of Lamarck is associated merely with a discredited theory of heredity, the "inheritance of acquired traits." However, Charles Darwin, Lyell, Haeckel, and other early evolutionists acknowledged him as a great zoologist and as a forerunner of evolution. To be fair to Lamarck, we should mention that since the time of Linnaeus, few naturalists had considered the invertebrates worthy of study. The word "invertebrates" did not even exist at the time; Lamarck coined it. The invertebrate collections at the Musà ©e were enormous and rapidly growing, but poorly organized and classified. Although the professors at the Musà ©e were theoretically equal in rank, the professorship of "insects and worms" was definitely the least prestigious. But Lamarck took on the enormous challenge of learning -- and creating -- a new field of biology. The sheer number and diversity of invertebrates proved to be both a challenge and a rich source of knowledge. What Lamarck actually believed was more complex: organisms are not passively altered by their environment. Instead, a change in the environment causes changes in the needs of organisms living in that environment, which in turn causes changes in their behavior. Altered behavior leads to greater or lesser use of a given structure or organ; use would cause the structure to increase in size over several generations, whereas disuse would cause it to shrink or even disappear. This rule -- that use or disuse causes structures to enlarge or shrink -- Lamarck called the "First Law" in his book Philosophie zoologique. Lamarck's "Second Law" stated that all such changes were heritable. The result of these laws was the continuous, gradual change of all organisms, as they became adapted to their environments; the physiological needs of organisms, created by their interactions with the environment, drive Lamarckian evolution. Carl Linnaeus (1707-1778) Carl Linnaeus, also known as Carl von Linnà © or Carolus Linnaeus, is often called the Father of Taxonomy. His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). Erusmus Darwin He did discuss ideas that his grandson elaborated on sixty years later, such as how life evolved from a single common ancestor, forming "one living filament". He wrestled with the question of how one species could evolve into another. Although some of his ideas on how evolution might occur are quite close to those of Lamarck, Erasmus Darwin also talked about how competition and sexual selection could cause changes in species

Describing a personal experience in helping the community :: essays research papers

Two lunchtimes a week I take part in my school’s Earth Dwellers Recycling Club. I take part in recycling as I feel that I am actually making a difference to the local environment’s current litter pollution issues. By recycling, more pollution is cut down from our school, and hopefully, our school fraternity will look up to our example and perhaps be inspired to do the same in their future years. I also hoped to gain skills such as teamwork, social-skills, and any other to be achieved. The school does not have to pay extra fees to hire garbage collectors within school, so a lot of hard labour and money is saved. This activity only requires some time, effort and consideration from pupils belonging to the school.   Ã‚  Ã‚  Ã‚  Ã‚  The activities affected other members of staff as they did not have to partake in any tasks and simply had to dispose of their litter with more thought and not have to do our job, which was nevertheless achieved in our spare time. I believe I gained social-interaction skills as a lot was needed to perform procedures such as carrying the bins, asking each-other to collect resources e.g. hygiene gloves and simply communicating when assigning each team to different floors and I was also quite proud of helping new members to join the team, as they also valued being welcome in the team and my guided help showing them how to recycle and perform procedures correctly. I also feel that I have gained a higher self esteem, as Neil Armstrong once said, â€Å"one small step for man, means one giant leap for mankind† as if all schools contribute to recycling and follow our example, we may be able to make a large-scale difference to litter-pollution, and pupils attitudes in general. I also feel more apt in being encouraged to take part in group-tasks, and activities, which make a true difference e.g. recycling, thus the activity has also raised my confidence levels greatly.   Ã‚  Ã‚  Ã‚  Ã‚  A large impact of my activities was put on teachers and those in the school who pay for garbage collectors, as they need not worry about the recycling bins since we are continuously taking part and recycling all the schools recyclable waste materials. Impact from recycling is put on most pupils, members of staff and anyone who enters this school as the reduction of litter provides a warmer, tidier and more environmentally-friendly atmosphere to the school, which is crucial for those pupils who rely on surroundings to make them feel more comfortable to learn.

Bread Baking an American Pasttime

Baking bread at home can be both fun and rewarding. There is no better way to create a wholesome and welcoming atmosphere than by baking a fresh loaf of milk bread or having guest walk into a room that smells of cooling banana bread. Although bread making has been a part of American culture for centuries today’s fast paced lifestyles has all but eliminated the art of making breads at home. However, it only takes a little flour and some kitchen know-how to revive this tradition for domestic excellence. There are two main types of breads, yeast breads and quick breads.Yeast breads are the airy, light and fluffy breads that are used for sandwiches and dinner rolls. Quick breads generally have fruit or nuts in them and have a denser composition. One of the easiest and most rewarding types of yeast bread is milk bread. Milk bread is a great place for the novice bread maker to start. It is easy and only requires milk, flour, salt, sugar and yeast, (All Recipes, n. d. ). In addition to the simple ingredients as the baker gains experience variations on this recipe can be made to include various cheeses, herbs or grains.Another type of yeast bread that has become a staple in kitchens across America is a simple country French bread. This bread is often long and crusty and it goes great with soups or dishes with heavy sauces. Country French bread takes more time than milk bread but by using recipes similar to the one listed on www. breadworld. com, bread makers both professionals and beginners can produce the flaky classic. Other types of breads that can be made at home include quick breads.These breads are called quick breads because they do not require the time that yeast breads need to rise. Common quick breads include banana bread, apple date bread or sour dough. Find amateur recipes for these breads at www. thejoykitchen. com. References All Recipes (n. d. ). Milk Bread. Retrieved April 6, 2009, from www. allrecipes. com Fleischman’s Rapid Rise Yeast (n . d. ). Country French Bread. Retrieved April 6, 2009, from www. breadworld. com The Joy of Cooking Cookbook (n. d. ). Quick Breads. Retrieved April 06, 2009, from www. thejoykitchen. com