What is the Fast food value: Why it is difficult to stop eating fast food? why we love it! Custom Essay

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considering these questions as the main points of my research:
1-Why it is difficult to stop eating fast food? why we love it!
2-what is the fast food bad ingredients?
3-How it effect our life duration?
4-does fast food bad for the environment?
5-Does fast food save our time?
6-Compering between fast food & healthy food?
7-How is the advertisement play rule in the fast food marketing?

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Analytical essay incorporating research and investigation of texts including close readings Custom Essay

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Write an analytical essay incorporating research and investigation of texts including close readings. Write essay in which it analyze specific texts, using primary evidence from the text.

Write the paper as if your reader is not familiar with the story, but do not overly just summarize the plot. Although you will use some summary in your analysis, present your own interpretation using textual evidence for support. As you write, refer back to your critical argument when appropriate. Present your interpretation and try to convince your reader why your particular reading reveals an important insight about the story, one that you believe is significant. Quote briefly, but quotes should make up no more than about 15% of your paper.

Develop your major writing points (supporting arguments or claims) and select those details, passages, and/or events (the necessary textual evidence) that support your critical thesis and explain your thinking.

It’s best to summarize or paraphrase a key idea from the primary or secondary source before following with a quote to highlight your point then synthesize (or pull together) this material as you apply it to your own insight and observation.

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Kortney Kane in: Lubing the Crotch Rocket Custom Essay

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In Moulmein, in lower Burma, I was hated by large numbers of people ? the only time in my life that I have been important enough for this to happen to me. I was sub-divisional police officer of the town, and in an aimless, petty kind of way anti-European feeling was very bitter. No one had the guts to raise a riot, but if a European woman went through the bazaars alone somebody would probably spit betel juice over her dress. As a police officer I was an obvious target and was baited whenever it seemed safe to do so. When a nimble Burman tripped me up on the football field and the referee (another Burman) looked the other way, the crowd yelled with hideous laughter. This happened more than once. In the end the sneering yellow faces of young men that met me everywhere, the insults hooted after me when I was at a safe distance, got badly on my nerves. The young Buddhist priests were the worst of all. There were several thousands of them in the town and none of them seemed to have anything to do except stand on street corners and jeer at Europeans.

All this was perplexing and upsetting. For at that time I had already made up my mind that imperialism was an evil thing and the sooner I chucked up my job and got out of it the better. Theoretically ? and secretly, of course ? I was all for the Burmese and all against their oppressors, the British. As for the job I was doing, I hated it more bitterly than I can perhaps make clear. In a job like that you see the dirty work of Empire at close quarters. The wretched prisoners huddling in the stinking cages of the lock-ups, the grey, cowed faces of the long-term convicts, the scarred buttocks of the men who had been Bogged with bamboos ? all these oppressed me with an intolerable sense of guilt. But I could get nothing into perspective. I was young and ill-educated and I had had to think out my problems in the utter silence that is imposed on every Englishman in the East. I did not even know that the British Empire is dying, still less did I know that it is a great deal better than the younger empires that are going to supplant it. All I knew was that I was stuck between my hatred of the empire I served and my rage against the evil-spirited little beasts who tried to make my job impossible. With one part of my mind I thought of the British Raj as an unbreakable tyranny, as something clamped down, in saecula saeculorum, upon the will of prostrate peoples; with another part I thought that the greatest joy in the world would be to drive a bayonet into a Buddhist priest’s guts. Feelings like these are the normal by-products of imperialism; ask any Anglo-Indian official, if you can catch him off duty.

One day something happened which in a roundabout way was enlightening. It was a tiny incident in itself, but it gave me a better glimpse than I had had before of the real nature of imperialism ? the real motives for which despotic governments act. Early one morning the sub-inspector at a police station the other end of the town rang me up on the phone and said that an elephant was ravaging the bazaar. Would I please come and do something about it? I did not know what I could do, but I wanted to see what was happening and I got on to a pony and started out. I took my rifle, an old 44 Winchester and much too small to kill an elephant, but I thought the noise might be useful in terrorem. Various Burmans stopped me on the way and told me about the elephant’s doings. It was not, of course, a wild elephant, but a tame one which had gone "must." It had been chained up, as tame elephants always are when their attack of "must" is due, but on the previous night it had broken its chain and escaped. Its mahout, the only person who could manage it when it was in that state, had set out in pursuit, but had taken the wrong direction and was now twelve hours’ journey away, and in the morning the elephant had suddenly reappeared in the town. The Burmese population had no weapons and were quite helpless against it. It had already destroyed somebody’s bamboo hut, killed a cow and raided some fruit-stalls and devoured the stock; also it had met the municipal rubbish van and, when the driver jumped out and took to his heels, had turned the van over and inflicted violences upon it.

The Burmese sub-inspector and some Indian constables were waiting for me in the quarter where the elephant had been seen. It was a very poor quarter, a labyrinth of squalid bamboo huts, thatched with palmleaf, winding all over a steep hillside. I remember that it was a cloudy, stuffy morning at the beginning of the rains. We began questioning the people as to where the elephant had gone and, as usual, failed to get any definite information. That is invariably the case in the East; a story always sounds clear enough at a distance, but the nearer you get to the scene of events the vaguer it becomes. Some of the people said that the elephant had gone in one direction, some said that he had gone in another, some professed not even to have heard of any elephant. I had almost made up my mind that the whole story was a pack of lies, when we heard yells a little distance away. There was a loud, scandalized cry of "Go away, child! Go away this instant!" and an old woman with a switch in her hand came round the corner of a hut, violently shooing away a crowd of naked children. Some more women followed, clicking their tongues and exclaiming; evidently there was something that the children ought not to have seen. I rounded the hut and saw a man’s dead body sprawling in the mud. He was an Indian, a black Dravidian coolie, almost naked, and he could not have been dead many minutes. The people said that the elephant had come suddenly upon him round the corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth. This was the rainy season and the ground was soft, and his face had scored a trench a foot deep and a couple of yards long. He was lying on his belly with arms crucified and head sharply twisted to one side. His face was coated with mud, the eyes wide open, the teeth bared and grinning with an expression of unendurable agony. (Never tell me, by the way, that the dead look peaceful. Most of the corpses I have seen looked devilish.) The friction of the great beast’s foot had stripped the skin from his back as neatly as one skins a rabbit. As soon as I saw the dead man I sent an orderly to a friend’s house nearby to borrow an elephant rifle. I had already sent back the pony, not wanting it to go mad with fright and throw me if it smelt the elephant.

The orderly came back in a few minutes with a rifle and five cartridges, and meanwhile some Burmans had arrived and told us that the elephant was in the paddy fields below, only a few hundred yards away. As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the elephant. They had not shown much interest in the elephant when he was merely ravaging their homes, but it was different now that he was going to be shot. It was a bit of fun to them, as it would be to an English crowd; besides they wanted the meat. It made me vaguely uneasy. I had no intention of shooting the elephant ? I had merely sent for the rifle to defend myself if necessary ? and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my heels. At the bottom, when you got away from the huts, there was a metalled road and beyond that a miry waste of paddy fields a thousand yards across, not yet ploughed but soggy from the first rains and dotted with coarse grass. The elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowd’s approach. He was tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his mouth.

I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not to shoot him. It is a serious matter to shoot a working elephant ? it is comparable to destroying a huge and costly piece of machinery ? and obviously one ought not to do it if it can possibly be avoided. And at that distance, peacefully eating, the elephant looked no more dangerous than a cow. I thought then and I think now that his attack of "must" was already passing off; in which case he would merely wander harmlessly about until the mahout came back and caught him. Moreover, I did not in the least want to shoot him. I decided that I would watch him for a little while to make sure that he did not turn savage again, and then go home.

But at that moment I glanced round at the crowd that had followed me. It was an immense crowd, two thousand at the least and growing every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow faces above the garish clothes-faces all happy and excited over this bit of fun, all certain that the elephant was going to be shot. They were watching me as they would watch a conjurer about to perform a trick. They did not like me, but with the magical rifle in my hands I was momentarily worth watching. And suddenly I realized that I should have to shoot the elephant after all. The people expected it of me and I had got to do it; I could feel their two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there with the rifle in my hands, that I first grasped the hollowness, the futility of the white man’s dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd ? seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the "natives," and so in every crisis he has got to do what the "natives" expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the elephant. I had committed myself to doing it when I sent for the rifle. A sahib has got to act like a sahib; he has got to appear resolute, to know his own mind and do definite things. To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing ? no, that was impossible. The crowd would laugh at me. And my whole life, every white man’s life in the East, was one long struggle not to be laughed at.

But I did not want to shoot the elephant. I watched him beating his bunch of grass against his knees, with that preoccupied grandmotherly air that elephants have. It seemed to me that it would be murder to shoot him. At that age I was not squeamish about killing animals, but I had never shot an elephant and never wanted to. (Somehow it always seems worse to kill a large animal.) Besides, there was the beast’s owner to be considered. Alive, the elephant was worth at least a hundred pounds; dead, he would only be worth the value of his tusks, five pounds, possibly. But I had got to act quickly. I turned to some experienced-looking Burmans who had been there when we arrived, and asked them how the elephant had been behaving. They all said the same thing: he took no notice of you if you left him alone, but he might charge if you went too close to him.

It was perfectly clear to me what I ought to do. I ought to walk up to within, say, twenty-five yards of the elephant and test his behavior. If he charged, I could shoot; if he took no notice of me, it would be safe to leave him until the mahout came back. But also I knew that I was going to do no such thing. I was a poor shot with a rifle and the ground was soft mud into which one would sink at every step. If the elephant charged and I missed him, I should have about as much chance as a toad under a steam-roller. But even then I was not thinking particularly of my own skin, only of the watchful yellow faces behind. For at that moment, with the crowd watching me, I was not afraid in the ordinary sense, as I would have been if I had been alone. A white man mustn’t be frightened in front of "natives"; and so, in general, he isn’t frightened. The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on and reduced to a grinning corpse like that Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do.

There was only one alternative. I shoved the cartridges into the magazine and lay down on the road to get a better aim. The crowd grew very still, and a deep, low, happy sigh, as of people who see the theatre curtain go up at last, breathed from innumerable throats. They were going to have their bit of fun after all. The rifle was a beautiful German thing with cross-hair sights. I did not then know that in shooting an elephant one would shoot to cut an imaginary bar running from ear-hole to ear-hole. I ought, therefore, as the elephant was sideways on, to have aimed straight at his ear-hole, actually I aimed several inches in front of this, thinking the brain would be further forward.

When I pulled the trigger I did not hear the bang or feel the kick ? one never does when a shot goes home ? but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant. He neither stirred nor fell, but every line of his body had altered. He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had paralysed him without knocking him down. At last, after what seemed a long time ? it might have been five seconds, I dare say ? he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old. I fired again into the same spot. At the second shot he did not collapse but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head drooping. I fired a third time. That was the shot that did for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to tower upward like a huge rock toppling, his trunk reaching skyward like a tree. He trumpeted, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even where I lay.

I got up. The Burmans were already racing past me across the mud. It was obvious that the elephant would never rise again, but he was not dead. He was breathing very rhythmically with long rattling gasps, his great mound of a side painfully rising and falling. His mouth was wide open ? I could see far down into caverns of pale pink throat. I waited a long time for him to die, but his breathing did not weaken. Finally I fired my two remaining shots into the spot where I thought his heart must be. The thick blood welled out of him like red velvet, but still he did not die. His body did not even jerk when the shots hit him, the tortured breathing continued without a pause. He was dying, very slowly and in great agony, but in some world remote from me where not even a bullet could damage him further. I felt that I had got to put an end to that dreadful noise. It seemed dreadful to see the great beast Lying there, powerless to move and yet powerless to die, and not even to be able to finish him. I sent back for my small rifle and poured shot after shot into his heart and down his throat. They seemed to make no impression. The tortured gasps continued as steadily as the ticking of a clock.

In the end I could not stand it any longer and went away. I heard later that it took him half an hour to die. Burmans were bringing dash and baskets even before I left, and I was told they had stripped his body almost to the bones by the afternoon.

Afterwards, of course, there were endless discussions about the shooting of the elephant. The owner was furious, but he was only an Indian and could do nothing. Besides, legally I had done the right thing, for a mad elephant has to be killed, like a mad dog, if its owner fails to control it. Among the Europeans opinion was divided. The older men said I was right, the younger men said it was a damn shame to shoot an elephant for killing a coolie, because an elephant was worth more than any damn Coringhee coolie. And afterwards I was very glad that the coolie had been killed; it put me legally in the right and it gave me a sufficient pretext for shooting the elephant. I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool.

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The difference between integrator and indicator in dental clinic sterilization Custom Essay

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Final documentation must include 4 pages literature review . this literature should include the difference between integrator and indicator that have been used in the sterilization process. CDC should be used as one of the sources. try to use simple languge while you write this research.

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Unit V Article Review: Identify the author’s intended audience. Was it written for professionals or the general public Custom Essay

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• Be at least two pages in length
• Summarize the incident/article
• Identify the author’s intended audience. Was it written for professionals or the general public?
• Describe what occurred, including mistakes that were made.
• Elaborate on how mistakes could have been avoided and what role the commanding officer will play in ensuring mistakes are not repeated.
• Conclude with your own thoughts on the topic.

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The Role of World Bank in Thailand Custom Essay

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The paper must discuss the Role of world bank in Thailand and its benefits, Objectives, problems faced in Thailand, and Structural adjustments in Thailand. include as many sources you want, but please make sure that you include some graphs and information from this specific page.

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Behind the Urals: The essay is an opportunity to connect Scott’s account of building socialism in the Soviet Union to other readings and responses Custom Essay

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The essay should assess Scott’s view of the Soviet project. What does Scott’s account tell us about communism and communists in the 1930s?
Questions to consider as you formulate your response may include (but are not limited to): Did Scott’s attitude toward the Soviet Union change over time? Was he ever a “true believer”? Is the Soviet Union he describes a just and equitable society — or on its way to becoming just and equitable? Does he think it is? How are women, workers, and national minorities treated? Are his motivations similar to those of Americans who went to Spain? Are his conclusions similar? Did the Soviet Union fulfill or betray Marx’s ideals? Lenin’s? How do you explain the failures of communism described by Scott? How did he explain them?

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Evidence-based answers to questions on anxiety disorders Custom Essay

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1. The DSMIV category of Anxiety Disorders is very different than the DSM5. Describe how the DSM5 is different than the DSMIV. Be sure to include disorders of anxiety, OCD, and trauma in your answer.

2. Think and write about your own countertransference with a client and describe how that was generated. If you did not have a countertransference reaction, make one up and then describe how that might have been generated.

3. Case Study: Jennifer
Jennifer, a 6 � -year-old girl currently in Kindergarten, was referred to you by her family NP because of a long-standing pattern of shyness and behavioral inhibition that had become dramatically worse on her entering school. She expressed fear that her mother would be harmed or become ill and had several times come home early from school. She had tremendous difficulty separating from her mother at the start of school and would become upset on leaving the car. She had never been willing to take the bus with other children on her street. When left at school, Jennifer would quickly begin to complain of a headache. She often left the classroom to go to the nurse�s office because she felt nauseous and was afraid she would vomit in the classroom. Her academic abilities were at age level. Her teacher was concerned that her degree of difficulty with separation and numerous physical complaints were taking a toll on her peer relationships and would eventually impact her academic progress.
Her mother noted that Jennifer had a history of anxiety-related difficulties, only falling asleep when one of her parents was in bed with her. She often woke during the night and would come into her parents� bed complaining of nightmares. Although he would play with children in the neighborhood, she wanted her mother around. Her parents had difficulty leaving her with a babysitter. Her mother had a history of anxiety-related difficulties as a child and described herself as like Jennifer with many worries about the future.
What is your diagnosis of Jennifer and why?
How would you conceptualize this case and why?
What comprehensive treatments would you provide and why?

4. Case Study: Tommy
Tommy, a 1 -year-old boy currently in 7th, was referred by his PCP to you. Tommy has a long history of being a worrier but the degree of worrying has recently �increased exponentially.� Tommy�s parents report that he is a bright and academically successful boy who has always been a worrier since toddlerhood. He worried about bad things that might happen. He was very meticulous, wanting his projects and school work to be perfect. He constantly sought feedback on his performance and would repeatedly check his work. With the onset of adolescence, Tommy had become extremely worried about his appearance and cleanliness. He wanted to have a girlfriend but was worried that his body odor (not notable to anyone else) would turn them off to him. Now, as he recently entered 7th grade, he is experiences a more challenging academic load. He has to deal with many teachers as opposed to just one. Now, even small mistakes in his work result in his redoing his assignment. He has become more meticulous about his clothing and more withdrawn and preoccupied. He seems to be taking longer and longer to get things done.
Over two evaluation sessions, the psych NP discovered that Tommy had a number of obsessions and compulsions and is preoccupied with cleanliness because he feels dirty most of the time. He is become very stressed in his new school. Although always a perfectionist, he now realizes that it had begun to interfere with his school work. He is aware of engaging in a number of rituals, including counting the number of drafts of each paper, which often was more than 10, showering a minimum of 3 times/day and staying in the shower more than 30 minutes each time. He is worried that if he does not engage in these acts, his life would �fall apart.� He also shares with the psych NP that he has been picking his face, sometimes staying in front of a magnifying mirror for an hour at a time. He has very small, almost unnoticeable skin lesions on his face. He states that after he does it, he cleans his face well and applies Neosporin ointment to avoid infection. He has tried to stop but can�t seem to do so. As a result, he does not like to socialize as much and he refuses to go to places where there are bright lights.
A family history revealed a maternal grandfather with depression and a paternal uncle with Tourette�s syndrome. His father is very intense but does not have any diagnosable disorder.
What is your diagnosis of Tommy and why?
How would you conceptualize this case and why?
What initial treatment would you provide and why?
If the initial treatment failed, what might you further do?
If you have prescribed a medication and the client only experiences partial relief, how might you augment?

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Teaching English language learners Custom Essay

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Write a journal that shows in-depth reflection about chapters 2 and 3 from book Reading, Writing, and Learning in ESL by Peregoy and Boyle, 6th Ed.
Journal must state information clearly related to the reading, showing several supporting details. It must show good evidence of reflection and make reference to future teaching practice.

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Explain any social change implications of this crime being publicized and/or any laws or policies that resulted from this crime Custom Essay

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For the Final Project, you provide an in-depth analysis of victimization. Select a crime that has been publicized in the media and contains one main victim to use for your Final Project. You apply the concepts studied throughout this course to provide the in-depth analysis of the victimization in the crime.

Final Project Guidelines

Assignment Length: 10–12 pages (not including title page and references)

Your Final Project must include the following elements:

Introduction:
• Describe the type of crime.
• Describe the victim.

Demographics:
• Explain factors related to social class, gender, ethnicity, and race of the victim that might have played a role in the vulnerability of the victim.
• Explain factors related to social class, gender, ethnicity, and race that might have played a role in the type of crime committed against the victim.
• Explain how the victim’s experiences in the criminal justice system might vary based on the social class, gender, ethnicity, and race of the victim.

Victim/Offender Relationship:
• Explain the victim/offender relationship (if any).
• Explain how the relationship between the victim and offender may have influenced the type of crime, the location of the crime, and the type of weapon used.

Effects:
• Explain psychological, social, and emotional effects of victimization on the victim. Indicate which effects are short term and which effects are long term.

Perceptions:
• Explain how the media portrayed the victim.
• Explain if there was any victim blaming by the media.
• Explain possible impact (positive and/or negative) of the media coverage about the victim.

Services:
• Explain services available in the state of the victim that might be beneficial for the victim.
• Explain any services that may not be available to the victim that might be beneficial to the victim.

Secondary Victims:
• Describe any secondary victims of the crime.
• Explain effects on the secondary victims of the crime.

Legal Aspects:
• Describe any laws or policies that resulted from the crime.
• If laws or polices were developed, explain the implications for social change.

Social Change:
• Explain any social change implications of this crime being publicized and/or any laws or policies that resulted from this crime.

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