Raw Milk US National Marketing Strategy Essay Example | Topics and Well Written Essays - 1500 words - 2

Raw Milk US National Marketing Strategy - Essay Example It is evidently clear from the discussion that retail Raw Milk includes fluid whole milk, hand-skimmed cream, and milk, which has been hand-skimmed. This means a plant cannot use a homogenizer, separator or any other automated apparatus to isolated raw milk from cream. Retail Raw Milk does not include chocolate or flavored milk, or cultured fluid milk. It cannot be applied in producing other food products such as yogurt, butter, puddings, or ice cream. Despite recommendations by the American Academy of Paediatrics (AAP), American Medical Association (AMA), Centres for Disease Control (CDC), and Food and Drug Administration (FDA) that raw milk not be sold directly to consumers due to it having harmful bacteria like Campylobacter jejuni, Salmonella, Escherichia coli 0157:H7 and Listeria monocytogenes, raw milk sale is legal in 32 (64%) of the American states. 9 states have made it illegal to sell raw milk, 17 have made it illegal to sell raw milk for human consumption, while the remain ing states have some form of legislation that regulates raw milk trade and consumption. It is projected that there may be changes in raw milk-associated legislation as more states debate the issue. There are no laws prohibiting raw milk sale for other animals’ consumptions though there is, however, a federal ban on interstate trade on raw milk for human consumption. Raw milk, from cattle fed in the grass, has been promoted as a source of naturally occurring conjugated linoleic acid (CLA) and antimicrobials in solution. It is important to note that production of raw milk follows more stringent hygiene standards than milk meant for processing/ Raw milk is a low involvement product as it is cheaper than processed milk, frequently purchased as a matter of routine, and has a short shelf life. For the low involvement products, the consumer gives very little thought and forms no feeling of the product until after purchase and consumption.

Notion Of Aura Used By Walter Benjamin Cultural Studies Essay

Notion Of Aura Used By Walter Benjamin Cultural Studies Essay Walter Benjamin was a Jewish intellect who lived in Germany during a period of anti-semitic feeling and WWII. His work was influenced by Jewish mysticism and historical materialism. Both the era in which he lived and his religion strongly impacted on his thinking. He is associated with the Frankfurt school. The Frankfurt School refers to the work of those philosophers, cultural critics and social scientists who belonged to, or were associated with, the Frankfurt Institute for Social Research (Edgar et al 1999 p129) The institute developed a Marxist approach which it is now associated with and no doubt contributed to Benjamins historical materialism. In The work of art in the age of mechanical reproduction Benjamin addresses the ways in which mechanical reproduction spoils the uniqueness and authenticity of the work of art. He called this uniqueness and authenticity the aura. Aura is the particular power which an image or object has by virtue of its singularity, authenticity, and embeddedness in the fabric of tradition (Gilloch 2002 p182) Benjamin believes the aura of art has changed due to mechanical reproduction and sees the increasing reproducibility of art as directly related to the strength of its aura. Art in the age of mechanical reproduction explores the differences and consequences of the politicisation of art and the aestheticisation of politics. Benjamin describes works of art and some natural objects as having an aura. By aura he meant the trait of authenticity and uniqueness that constituted the artworks distance from everyday life, the notion that art was something that required contemplation and immersion on the part of the spectator (Gentz p116) A natural object such as a mountain could be said to have an aura because it has a personality and life independent of us. It is distant, is the only one of its kind and is tied to its surroundings and location. Similarly, a masterful painting is considered unique in that no person can reproduce it with complete accuracy. Even the most perfect reproduction of a work of art is lacking in one element: its presence in time and space, its unique existence at the place where it happens to be. This unique existence of the work of art determined the history to which it was subject throughout the time of its existence. (Benjamin p4) The paintings value comes largely from its exclusivity . A painting may be called permanent partly because museums, galleries etc. are devoted to keeping them intact and partly because history insures that the artists identity and the contextual significance of the work of art survive through the ages. But in another, less well-known sense, aura refers to the investing of an object with human qualities and emotions. We imagine not that we are looking at an inanimate thing, but that this thing can look back at us. We become caught up in a reciprocal relationship with it, just as with another person (Butler 2002) One could question whether uniqueness or authenticity could really be used as According to Benjamin the use of technology such as lithography changed the way in which art is produced and consumed. With lithography the technique of reproduction reached an essentially new stage (Benjamin p3). Lithography enabled many copies to be printed and expanded the potential audience who could view the art considerably. After this, the introduction of the illustrated newspaper and later, photography increased the rate of production and the size of the audience who consumed it. The use of photography was a turning point in the history of artistic aura. But only a few decades after its invention, lithography was surpassed by photography (Benjamin p3). After this the introduction of film was a further step towards mass communication. These technologies enabled art forms to be enjoyed by the masses. Art was no longer reserved for the wealthy and inaccessible to the general public. Film created even greater changes as it allows performances to be recorded and repeatedly enjoyed . Mechanical reproduction, therefore, has brought great changes to the consumption and availability of art. Both film and photography completely changed the idea of what art is. These changes in the production of art are what, according to Benjamin, spoiled the authenticity and uniqueness of the work of art i.e. its aura. For the first time in world history, mechanical reproduction emancipates the work of art from its parasitical dependence on ritual (Benjamin p9) He also believes that a work of art has now become a thing that is designed to be reproduced From a photographic negative, for example, one can make any number of prints; to ask for the authentic print makes no sense (Benjamin p9). However, no matter how perfect a reproduction may be, it will always lack a place in time and space and unique existence. Benjamin gravely disapproves of the lack of history that mechanical reproduction allows. He believes that without a testimony to history the aura of an object is destroyed. A plurality of copies is substituted for a unique existence. The aura of the object is destroyed through mechanical reproduction and this coupled with the ability to meet the perso n in his own environment are the two main reasons for the shattering of tradition that Benjamin speaks of and both are connected to the mass movement. Prior to the age of modernity, art was predominantly religious. Art of this type has what Benjamin describes as cult value. For Benjamin, works of art in our society often have with them a specific cult value, or value that is not subscribed to the artworks themselves, but, rather to the context in which the artworks were either constructed or situated (Cala 2010, p283) He explains that this form of value is no longer relevant, as art produced using modern methods of production no longer have an authentic element. For example, From a photographic negative, for example, one can make any number of prints; to ask for the authentic print makes no sense (Benjamin p9) The exhibition value of art is emphasised in the modern age . Benjamin feels that art is no longer produced for arts sake but for political reasons. Film and photography could be said to be prime examples of this. Reproducibility leads to the demise of the artworks cult value. It is no longer hidden away in those hallowed spa ces of bourgeois culture frequented by the privileged few (Gilloch 2002 p185) The destruction of the aura with regard to film is as a result of two distinct advances. They are the relationship between the actor and the audience and the mass nature of film. In film, the actor does not perform to an audience and the performance does not occur in one long piece but in scenes that can be recorded in any particular order and put together at a later time. The audience is distanced from the actor and Benjamin says that they take on the role of a critic as there is no personal contact with the actor This permits the audience to take the position of a critic, without experiencing any personal contact with the actor. The audiences identification with the actor is really an identification with the camera. Consequently the audience takes the position of the camera; its approach is that of testing. This is not the approach to which cult values may be exposed (Benjamin p13). The audience do not stand back and admire this art form and therefore it can be said that film has a ltered arts very nature and in this way it promotes the detachment of film from the realm of the beautiful semblance which, so far, had been taken to be the only sphere where art could thrive (Benjamin p15) The mechanical reproduction of film changes many of the original notions on art. One of the most radical ideas contributed by film is the promotion of a revolutionary criticism of traditional concepts of art (Benjamin p15) In Benjamins mind, the production of film is the ultimate expression of the aestheticsation of politics as it was revolutionary and changed the way in which people interpreted and saw the outside world. The invention of film allowed people to escape for a short time ultimately masking them from reality. Benjamin realized that film had the power to be used for political purposes and that it was well suited to propaganda. Film had the power to attract and hold the attention of the audience in order to shape their beliefs on the dominant political ideology without questioning. Its apparatus is perfectly suited for propaganda in both a positive and negative way. In fascism, film was used to celebrate the cult leader with whom the masses could identify without being urged to denounce social inequality. (Van den Braembussche 2009 p189) Benjamin also discusses another way in which mechanical reproduction affects society by discussing the change in the social status gap. Before mechanical reproduction a work of art would be a singular object unique by its individuality. Important works of art would be kept in private dwellings by someone of high social status and other places such as cathedrals, castles or private museums. These works of art would be inaccessible to anyone in the lower classes who were considered not worthy of viewing them. These private works of art defined the owners status due to the exclusivity of the art and its exhibition value. Due to mechanical reproduction the value of art took a dramatic shift. A piece of art was valued by its uniqueness and its aura. Today, an image is valued not in its uniqueness but rather in its aesthetic, cultural and social worth. With the introduction of mechanical reproduction the social gap between those who viewed art and those who didnt began to close. There was an increased circulation of images and documents that were very rare and used by the higher classes. Once mechanical reproduction became widespread these rare images and diagrams were shared by all classes increasing public education and thus closing the status gap. Technology meant that art could be reproduced and consumed by the masses, which Benjamin saw as a democratising feature. Benjamin envisioned a time when art was no longer reserved for the elite, but could be enjoyed, discussed and interpreted by anyone (Gentz p116) Benjamin influenced the work of Theodore Adorno. Adorno also wrote about art as having an aura. Adorno agrees with Benjamin in some regards such as that the aura has declined in this age of mechanical reproduction and that the aura of art is declining in the modern era. However he disagrees with Benjamin in other areas such as the reason for this decline. Adorno criticised Benjamins The work of art in the age of mechanical reproduction in a letter he wrote to Benjamin. He critisised the manner in which Benjamin used his concept of aura. Adorno criticises the way Benjamin transfers the concept of magical aura to the autonomous work of art' (Van den Braembussche p189 ) Adorno thought that Benjamin made it appear that only autonomous works of art are characterised by aura.

The decisive stage of Balkan civilisational development :: essays research papers

In the last decade of the 20th century, the Balkan region and the broader area of South Eastern Europe, a number of states with old traditions or new emerging transformations, have entered into a recurrent, historically decisive stage of their civilisational development. The characteristic parameters are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  an exceptional dynamism, instability and contradictory processes, events and phenomena; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  noticeable and periodical ethnic - minority, confessional, territorial and other problems and contradictions which unfavorably influence the general stability of the region and mutual relations among the Balkan states; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  non - equality of the countries from the region regarding the guarantees of their national security which depends on whether they are members of the European and Euro - Atlantic economic and political structures and organizations or not; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  an imbalance in their arms and armed forces as a result of the accumulated differences in military and economic potentials of the states in the region and the old bioc approach to the composition and implementation of the agreements in this area; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  periodically tense socio - economic problems and crises, which have turned into a characteristic feature of the internal political situation in the states of the region; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the strong aspirations of all countries in the region, bar none, towards an accelerated, full and equal integration into the European economic, political and military structures, combined with attempts at establishing and strengthening mutual confidence, cooperation and a general Balkan dialogue; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the continuing geo-political restructuring, both relations to the political powers in the countries of the region and in the sub - regional and regional levels. The basic factors from a political, economic, military and humanitarian point of view influencing the various components of the geo - political situation and security in the Balkans and South Eastern Europe at the end of the XX century, can be characterized by the fact that, in addition to their individual relevance, they most often occur in combination and are manifested with different strength and intensity in each Balkan State respectively. From a political aspect, this group of factors has the strongest effect on the changes in the geo - political status quo and preserves its leading role at the present. Some of the more relevant factors among these are the following: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A major change in the geo - political configuration of the region and the appearance of a number of new sovereign and independent states as individual subjects in international relations; a new formula emerged: 11+2 states in the region (until the beginning of the 90's when there were 6+1);

Why the Us Does Not Have an Official Language

Kelly Setters September 12, 2012 ENG 122 Teresa Plummer English Composition 2 Why the United States doesn’t have a Designated Language ? Why the United States doesn’t have a Designated Language Why the United States does not have an official language has been an ongoing debate for a long time. A lot of people are for it and a lot of people are against it. While conducting my research I learned that if the United States made English the official language of the country it would be going against the first amendment, Freedom of speech. Regardless of going against the constitution 27 states have made English their official language.Why is it so important to so many people that the United States have an official language? Would it aid immigrants in the assimilation process and make it more likely for them to succeed? Can other languages be used in the country for certain official purposes, if English is the sole official language? Does official English offend the idea of Ame rican diversity? Does it discriminate against non-native speakers? Does an adequate incentive exist to learn English without it being official? Is there anything wrong with the status quo? Do most countries in the world have an official language? Is it important for any tangible and practical reasons?Do English only laws threaten or enhance public safety? Is official English good public policy? (Debate 2010) These are questions that rise in everyone’s mind when the topic of designating an official language in the US comes up. The 27 states of the United States of America that have an official langiage are, â€Å"Alabama, Alaska, Arkansas, California, Colorado, Florida, Georgia, Hawaii, Illinois, Indiana, Iowa, Kentucky, Louisiana, Massachusetts, Mississippi, Missouri, Montana, Nebraska, New Hampshire, North Carolina, North Dakota, South Carolina, South Dakota, Tennessee, Utah, Virginia, Wyoming. (Us constitution net 1995-2010) Many people think it’s unconstitutional f or the United States to have an official language because it’s America. America is where freedom rings. References No Author Cited Does the United States need an official language Retrieved from: http://maxweber. hunter. cuny. edu/pub/eres/GSR716A_KUECHLER/monique. htm No Author cited (2010) Debate: English as US official language Retrieved from: http://debatepedia. idebate. org/en/index. php/Debate:_English_as_US_official_language Walenta, C. (1995-2010) Constitutional Topic: Official Language Retrieved from: http://www. usconstitution. net/consttop_lang. html

Write a comprehensive note on the role of a teacher in the Montessori classroom

The teacher in a Montessori classroom takes on a completely different role to a teacher in a traditional classroom. So much so, that directress or guide are preferred over the word teacher. The reason for this is that it is the teachers main role to guide the children and help the children in their learning. The teacher isn't a person who pushes the child to learn when & what she wants them to learn. The teacher doesn't cause the child to learn. They aren't the conduit for knowledge that than flows into the child's mind. The child's active mind will do the learning on its own.Being a guide doesn't just consist of just talking to the children. A guide must be aware of each child's personality, how they work,what they are interested and which stage of development that are at. They must also understand child development and growth. The guide must also be aware of her behaviour and attitudes as well. The teacher is responsible for putting Montessori principles into practise in the classr oom. The environment in a Montessori classroom is also vitally important. It is the role of the teacher to prepare the environment to allow the learning process to happen naturally.A full understanding of the Montessori method is vital so she she can use the correct classroom materials and techniques to encourage the child's learning. A teacher shouldn't be the focal point in the environment she is creating. The learning materials very important and must cater for the needs and interests of the children in her class. She will usually be found working with an individual child or a couple at at time. It is very rare that the teacher will present a large group lesson. She may present a new lesson and observe and advise the students, as the priority is the child's learning.She needs to meet as many needs as possible for as many students as possible each day. This is a big part of planning the environment because each child is an individual with different needs and are all at different d evelopmental stages. Interests, desires and learning styles also differ immensely. It is important that all these factors and all students are considered when preparing an environment. When an enviroment is set up correctly students should be able to easily choose their own activities and find their own answers to problems with their teacher there to mentor and guide them.Students will be scattered through out a peaceful classroom, individually or in small groups of 2's and 3's, totally absorbed in working on appropriate activities for their stage of development. Often it can be difficult to pick out the teacher in the type of environment. A teacher in a Montessori classroom would normally be involved in the following activities through the course of a day. Preparation of the environment. This needs to be in line with the students in her class, the activities they are interested in and the stages of development they are at.She is the link between the environment and the child and is engaged actively between the two. The teacher is also responsible to keep the classroom in perfect condition. It is important that the children can make their own choices easily. The environment needs to be changed and updated whenever required. At times things will need to be added and at other times, things taken away. The teacher will experiment with the environment to work out what is needed to meet the needs of her children. Observing the child is vital in the Montessori classroom.By constantly observing the children, the teacher is able to understand their interests and tailor the environment to suit. All observations should be done in a systematic way and all observations must be noted. Through these observations the teacher is always aware of the children's sensitive periods, their progress, needs & interests. She is always carefully noting the outcomes of her observations. A Montessori teacher will give only brief lessons. She does this with the simplest information needed to entice the child to work alone on the project that he is curious about.Her presentations need to be demonstrated in a clear and interesting fashion which is relevant to the child. The way this all comes about is, the teacher will be watching the child as they explore the shelves & equipment to make their choice. She will go to the child and take consent to work with that particular material or piece of equipment. She will get the child to help take the material to an area where he will work and specify its place on the shelf. The teacher gives the child the rules for using that piece of equipment and gives a brief, precise demonstration of the things that can be done with that equipment.This demonstration is a brief introduction and an initial exploratory procedure. The child is encouraged to explore further on their own. The goal of Montessori is for the child to become independent and self disciplined. Presentations let the child investigate, work autonomously and at their own pace, moving on to the next step when they have achieved their objective, therefore helping to achieve independence as the child learns to use the materials & the classroom with a minimum amount of supervision and no interruptions.The main purposes of a Montessori guide are to focus on the child rather than the lesson. She evaluates the child and his progress each day. Through these evaluations she is also discovering whether her preparation of the environment has been effective too. The teacher nurtures the child and inspires him to ask questions and be a thinker so he can discover and keep exploring for himself. She does all this in an atmosphere of warmth, safety, stability and friendship. She is the child's mentor & coach.She learns when it is appropriate to offer help or set limits and when it is best to leave the child to himself. She needs to communicate with the child and encourage him to communicate with her. She is a role model for the children in the area of behaviour an d consistency and also follows the classroom rules as an example to the child. It is her responsibility to report to parents and other staff on the progress of each child. The roles of a Montessori teacher are wide & varied and one where the child's best interest is of the highest value.

Chinese Birthday Customs of for Elderly People

Chinese Birthday Customs of for Elderly People Traditionally, Chinese people do not pay a lot of attention to birthdays until they are 60 years old. The 60th birthday is regarded as a very important point of life and there is often a big celebration. After that, a birthday celebration is held every ten years; on the 70th, 80th, etc, until the persons death. Generally, the older the person is, the greater the celebration occasion is. Counting the Years The traditional Chinese way to count age is different from the Western way. In China, people take the first day of the Chinese New Year in the lunar calendar as the starting point of a new age. No matter in which month a child is born, he is one year old, and one more year is added to his age as soon as he enters the New Year. So what may puzzle a Westerner is that a child is two years old when he is actually two days or two hours old. This is possible when the child is born on the last day or hour of the past year. Celebrating an Elderly Family Member It is often the grown-up sons and daughters who celebrate their elderly parents birthdays. This  shows their respect and expresses their thanks for what their parents have done for them. According to the traditional customs, the parents are offered foods with happy symbolic implications. On the birthday morning, the father or mother will eat a bowl of long long-life noodles. In China, long noodles symbolize a long life. Eggs are also among the best choices of food taken on a special occasion. To make the occasion grand, other relatives and friends are invited to the celebration. In Chinese culture, 60 years makes a cycle of life and 61 is regarded as the beginning of a new life cycle. When one is 60 years old, he is expected to have a big family filled with children and grandchildren. It is an age to be proud of and celebrated. Traditional Birthday Foods Regardless of the celebrations scale, peaches and noodlesboth signs of long lifeare required. Interestingly, the peaches are not real, they are actually steamed wheaten food with a sweet filling. They are called peaches because they are made in the shape of peaches. When the noodles are cooked, they should not be cut short, as shortened noodles can have a bad implication. Everyone at the celebration eats the two foods to extend their best wishes to the long-life star. The typical birthday presents are usually two or four eggs, long noodles, artificial peaches, tonics, wine and money in red paper.

Definition and Examples of Judicial Rhetoric

Definition and Examples of Judicial Rhetoric According to Aristotle, judicial rhetoric is one of the three main branches of rhetoric: speech or writing that considers the justice or injustice of a certain charge or accusation. (The other two branches are deliberative and epideictic.) Also known as  forensic, legal, or judicial discourse. In the modern era, judicial  discourse is primarily employed by lawyers in trials decided by a judge or jury. See the observations below. Also see: ArgumentClassical RhetoricDeclamationDefinitions of Rhetoric in Ancient Greece and RomeWhat Are the Three Branches of Rhetoric? Etymology:  From the Latin, judgment. Judicial Rhetoric in Ancient Greece and Rome Anyone reading the classical rhetorics soon discovers that the branch of rhetoric that received the most attention was the judicial, the oratory of the courtroom. Litigations in court in Greece and Rome were an extremely common experience for even the ordinary free citizenusually the male head of a householdand it was a rare citizen who did not go to court at least a half a dozen times during the course of his adult life. Moreover, the ordinary citizen was often expected to serve as his own advocate before a judge or jury. The ordinary citizen did not possess the comprehensive knowledge of the law and its technicalities that the professional lawyer did, but it was greatly to his advantage to have a general knowledge of the strategies of defense and prosecution. As a result the schools of rhetoric did a flourishing business in training the layperson to defend himself in court or to prosecute an offending neighbor.(Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the M odern Student, 4th ed. Oxford University Press, 1999) Aristotle on Judicial Rhetoric and the Enthymeme [J]udicial rhetoric promotes justice and identifies injustice by appealing to the law. Forensic speech accepts as given the laws of the polis, so the section on judicial rhetoric uses enthymemes to adjust particular cases to general laws (Aristotles Rhetoric). Aristotle addresses accusation and defense as well as the sources from which their enthymemes should be drawn, investigating for what, and how many, purposes people do wrong . . . how these persons are [mentally] disposed, and what kind of persons they wrong and what these people are like (On Rhetoric, 1. 10. 1368b). Because Aristotle is interested in causation in order to explain wrong-doing, he finds enthymemes particularly useful in judicial rhetoric.(Wendy Olmsted, Rhetoric: An Historical Introduction. Blackwell, 2006) The Focus on the Past in Judicial Rhetoric Judicial rhetoric concerns only past fact and the application of uncontentious moral principles, so that it affords the ideal Aristotelian orator no grounds for uncertainty. But perhaps deliberative rhetoric, since it concerns future contingencies and the more or less likely outcomes of alternative policies, is a better prospect for comparison with dialectic.(Robert Wardy, Mighty Is the Truth and It Shall Prevail? Essays on Aristotles Rhetoric, ed. by Amà ©lie Oksenberg Rorty. University of California Press, 1996) Prosecution and Defense in Judicial Rhetoric In judicial rhetoric, prosecutors often try to evoke assent to the truth of a statement such as the following: John killed Mary. That is, prosecutors try to persuade their audiences to agree with their representations of reality. Some form of resistance to their arguments is implicit in their situations because opposing arguments are expected from the defense. Aristotle emphasized the notion of dispute or debate inherent in judicial rhetoric: In the law court there is either accusation or defense; for it is necessary for the disputants to offer one or the other of these (Rhetoric, I,3,3). This sense of the word persuasion is among its more common senses.(Merrill Whitburn, Rhetorical Scope and Performance. Ablex, 2000) The Model for Practical Reason While contemporary students of practical reasoning rarely think about rhetoric, judicial reasoning is the model for modern practical reason. We typically assume that practical reasoning has to proceed from rule to case and that the point of practical reasoning is to justify our actions. . . . For Aristotle deliberation is the model for practical reason because there the Aristotelian combination of the personal and the moral is real and fundamental, while in judicial rhetoric that combination is only created by the speaker.(Eugene Carver, Aristotles Practical Reason. Rereading Aristotles Rhetoric, ed. by Alan G. Gross and Arthur E. Walzer. Southern Illinois University Press, 2000) Pronunciation: joo-dish-ul