Spanish-Speaking Groups in the United States Essay Example for Free

Spanish-Speaking Groups in the United States Essay This research paper will identify the linguistic, political, social, economic, religious, and familial conventions or statuses of Columbian Americans, Cuban Americans, Mexican Americans, and Puerto Rican Americans living in the United States.| Cultural Interests of Spanish-Speaking Groups in the United States Cultural interests of Columbian Americans, Cuban Americans, Mexican Americans, and Puerto Rican Americans that live in the United States of America are the focus because of the diversity and controversy that surrounds them. The United States grouped all the Spanish-speaking people that originate from Latin America, Central America, or South America together as one ethnic group referred to as Hispanics or Latinos. Cultural interests identified for each of these four groups will consist of their own group’s linguistics, political status, social status, economic status, religious status, and familial conventions. The first Hispanic group we will explore is Columbian Americans. Sturner (2012), â€Å"Spanish is the language of most Colombian-American households in the United States, where it serves as perhaps the surest means of preserving traditions† (Colombian Americans). Columbians do not believe they will remain in the United States because of the immigration restrictions, therefore Columbian Americans traditionally devote themselves to politics in Columbia, and most do not become very involved with American politics (Sturner, 2012). Columbian Americans pursued professional careers and took employment as laborers, factory workers, domestic servants, and opened small businesses (Sturner, 2012). According to Sturner (2012), In the mid-1990’s Colombian Americans had one of the highest average incomes among Latinos and many prospered in business, especially in in ventures in Miami related to trade with Latin America† (Colombian Americans). Socially, they develop strong ties with other  Latinos through informal networks because they share a commonality of Spanish-language media, which provides news, entertainment, and music from Latin America (Sturner, 2012). The Catholic church provides crucial support to Latin Americans throughout the United States and religious ceremonies are closely tied to important customs and traditions, such as compadrazgo (Sturner, 2012). Preservation has been assured in recent years as parishes have added Spanish-language services (Sturner, 2012). Columbian immigrants preserve their family traditions as a focal concern against pressures encountered in American society (Sturner, 2012). Their traditional roles are that the husband is the wage earner, the wife is the homemaker, and the children are taught to obey their parents and respect authority (Sturner, 2012). The second Hispanic group we will explore is Cuban Americans. Those born in the United States tend to be English Speakers and have less facility with Spanish, while those born abroad have greater facility with Spanish and more than half have some English ability as well (Buffington, 2012). Cuban American communities are well assimilated in the United Sta tes and have significant political influence because of their size (Buffington, 2012). Buffington (2012), Cuban Americans are reputed to being conservative politically and to vote overwhelmingly for the Republican Party Elections† (Cuban Americans). The most important political organization for them is the Cuban American National Foundation (CANF) because it is regarded as the representative of the Cuban American community (Buffington, 2012). Economically Cuban Americans closely resemble the total U.S. population and they have greater economic security than other Hispanic groups (Buffington, 2012). They are highly educated and a moderate percentage of their population has completed college or graduate schooling (Buffington, 2012). Most Cuban Americans report and perceive a non-discriminatory relationship with White Americans (Buffington, 2012). Cuban Americans overwhelmingly identify themselves as Roman Catholics, however a small percentage are some form of Protestantism, and one-quarter of native-born Cuban Americans say they either have no preference or have another religious affiliation (Buffington, 2012). Most Cuban American families have inherited the American way of life, which is significantly different from the tradition al Cuban family in many ways (Buffington, 2012). Compadres or grandparents are less likely to play significant roles of  Cuban American children and Cuban American women are more likely to have greater authority in the family because of joining the workforce to contribute to the household income for security and independence of the family (Buffington, 2012). The third Hispanic group we will explore is Mexican Americans. Spanish has remained their primary language of all Mexicans in the Southwestern United States. It became necessary for workers and students to become proficient in English to continue to work and get an education. The Political Association of Spanish-Speaking Organizations (PASSO) and Mexican American Political Association (MAPA) were created to articulate ethnic political goals (Englekirk Marin, 2012). Unhappy with both the Democratic and Republican parties in 1970, Mexican Americans created an alternative political party called La Raza Unida (LRU), which had remarkable success (Englekirk Marin, 2012). Traditionally the voting patterns of Mexican Americans have been Democratic at the presidential level. The majority of Hispanic-owned businesses existing in the United States are controlled by Mexican Americans, and this has contributed to the growth of the Mexican American middle class. Englekirk and Marin (2012), Despite the diversification in employment into sectors of the national economy, wages have remained low for most members of the Mexican American community† (Mexican Americans). Englekirk and Marin (2012), â€Å"Following the Mexican-American War, increasing violence perpetrated by Anglo Americans made Mexicans and Mexican Americans intensely aware of their subordinate status within the American Southwest† (Mexican Americans). Mexican Americans created a variety of social and political organizations that promoted ethnic solidarity to attempt to cope with their second-class status. The majority of the Mexican American population is of the Catholic faith with a small percentage that converted to Protestantism and other faiths. In the traditional Mexican American family their extended family and closest friends are just as much a part of their family as their immediate family because of a system of mutual dependence and respect for elders that creates a close-knit family unit. The last Hispanic group we will explore is Puerto Ricans. Proper Castilian Spanish is the native language of Puerto Ricans. Green (2012), Although English is taught to most elementary school children in Puerto Rican public schools, Spanish remains the primary language on the island of Puerto Rico (Puerto Rican  Americans). There is a substantially higher rate of voter participation among Puerto Ricans on the island than on the U.S. ma inland. There is political cynicism among the Puerto Ricans because of the lack of opportunity and education for the migrated population, but the Puerto Rican population can be a major political force when organized (Green, 2012). Some problems such as crime, drug-abuse, poor educational opportunities, unemployment, and the breakdown of the Puerto Rican family structure have caused them to be overall, the most economically disadvantaged Latino group in the United States (Green, 2012). Puerto Rican American social assimilation has been one of great success mixed with serious problems (Green, 2012). Green (2012), Because many Puerto Ricans are of mixed Spanish and African descent, they have had to endure the same sort of racial discrimination often experienced by African Americans† (Puerto Rican Americans). Most Puerto Ricans are Catholic, but dominance has been declining and the presence of many various form of Protestants has been increasing (Green, 2012). Among the Puerto Rican Catholics, a small minority actively practice some version of Santeria (Green, 2012). Green (2012), Puerto Rican family and community dynamics have an extensive Spanish influence and still tend to reflect the intensely patriarchal social organization of European Spanish culture† (Puerto Rican Americans). Both men and women have strong roles in childbearing and place a high value on educating their children. Since we have explored these four races, we can clearly understand the similarities and differences between them. They have been grouped together regardless of their origin because they share the Spanish language. We can be sure that Columbian Americans, Cuban Americans, Mexican Americans, and Puerto Rican Americans make up a very diverse ethnic group. Each race is unique in their cultural traditions about family and religious beliefs. Their economics, social status, and political views we explored are only a very small reflection of who they are and how they live their lives in the United States. References Buffington, S. (2012). Countries and their Cultures. Retrieved from http://everyculture.com/multi/Bu-Dr/Cuban-Americans.html Englekirk, A. Marin, M. (2012). Countries and their Cultures. Retrieved from http://everyculture.com/multi/Le-Pa/Mexican -Americans.html Green, D. (2012). Countries and their Cultures. Retrieved from http://everyculture.com/multi/Pa-Sp/Puerto-Rican-Americans.html Schaefer, R. T. (2006). Racial and Ethnic Groups (sixth ed.). Retrieved from University of Phoenix eBook Collection database. Sturner, P. (2012). Countries and their Cultures. Retrieved from http://everyculture.com/multi/Bu-Dr/Colombian-Americans.html

Illusion of Love in Shakespeares A Midsummer Nights Dream Essay

Illusion of Love in Shakespeare's A Midsummer Night's Dream The play A Midsummer Night's Dream is centered around themes that are seemingly apparent and clear: those of true love, false love, love's blindness and the inconstancy of love. However, this pattern of the themes of love dissipate to reveal that these themes are only apparent to the reader who wants them to exist. We want Lysander and Hermia to be in love; we want Demetrius to love Helena as she loves him, but the question arises as to whether these lovers are actually in love. Is Shakespeare providing us with a wholesome tale of true love or is he conveying something more raw, more provocative than that? When taking a closer look at this play, one sees a recurring pattern and another common theme - that of lust and sexuality. The love theme in this play is but an illusion, the reality is that this play is centered around sex and desire. A common focus in A Midsummer Night's Dream is that of eyes and sight. The words "eye," "sight," and "see" occur a total of one hundred seventeen times throughout the play (Berry). One may suggest that this eye imagery conveys the theme of love more strongly as "love is blind" or that love enters through the eyes (Vaughn, 73). However, the eyes are based on the physical world; love is not based on sight alone. The physicality of Shakespeare's use of sight is a direct consequence of lust. One does not love with their eyes, one loves with one's heart and mind; one desires with one's eyes. Similarly, the physicality of the play is also maintained through the constant profession of physical beauty. Helena laments that she wishes she looked like Hermia: O, teach me how you look, and with what art, You sway the motion of Demetr... ...xual undertones and reminds us that often lust and sexual attraction are interpreted as true love and, as humans, we often comply with this illusion of true love and happiness rather than face the realization of the inconstancy sexual attraction. Bibliography Benet, Sula. "May Day." Encyclopedia Americana: Deluxe Library Edition. 1992. Berry, Ralph. Shakespeare's Comedies. Princeton, N.J.: Princeton University Press, 1972. Fredal, James. "Herm Choppers, the Adonia, and Rhetorical Action in Ancient Greece." Online posting. National Council of Teachers of English. 28 Feb. 2003 http://www.ncte.org/pdfs/subscribers-only/ce/0645-may02/CE0645Herm.pdf Greenblatt et al., ed. "A Midsumer Night's Dream."The Norton Shakespeare: Comedies. W.W. Norton & Company, Inc. 1997. Vaughn, Jack A. Shakespeare's Comedies. New York: Frederick Uncar Publishing Co., 1980.

Proper Procedures for Production Schedules and Risk Management Essay

In the United States Army Food Program there are specific ways to fill out and prepare documents according to AR 30-22, The Army Food Program. These procedures are outlined in the Department of the Army Pamphlet (DA PAM) 30-22, Operating Procedures for the Army Food Program. This paper will advise the proper way to document the required items on a Production Schedule as well as completing a Risk Management Data Log – Cooking and Serving as summarized from DA PAM 30-22. DA Form 3034, Production Schedule is a document used to outline the specific products to prepare for a meal. Each meal for the day will have a separate completed Production schedule and set of Risk Data Management Logs. A Production Schedule will be prepared despite the size, or environment, weather that be in garrison or in a field environment. When filling out a DA 3034, it should be clearly understood by any cook personnel. Within the DA Form 3034, Production Schedule are 16 data categories or columns. Columns 1 through 6 pertain to the location and meal, the columns include the date and hours of the meal as well as the unit and projected headcount for that meal. Columns 7 through 14 informs the reader of the product including the person assigned to that product and when he or she should start, how many portion to prepare, and the recipe number in witch to follow when preparing that product. After the meal the shift leader would then fill in columns 12 and 13 regarding how many portions were actually prepared during the meal and how many portion discarded or leftover for a following meal. There is also a column to specify all if any special instructions, for example any added ingredients or specific details on how the manager wants that product to be prepared. Leftovers or discards should be entered immediately after the meal is completed. These items should be filled out in pen weather blue or black and highlighted with a read through fluorescent marker. These items should also reflect on the subsequent menu. Any menu changes including but not limited to; portion size, ingredients used, or serving instructions will be annotated. On the AFMIS generated Production Schedule it also list the products that have Critical Control Points or CCP’s. These points represent the potential for bacterial growth if the product reaches above or below a specified temperature. Reference TB MED 530 for more information regarding those temperatures. For products noted with a CCP you must check the product throughout the meal to make sure that foods stay at the right temperature. IE: Hot foods need to stay at or above 140 degrees for 15 seconds or longer. Cold foods need to stay at or below 40 degrees for 15 seconds or longer. On the production schedule you should annotate the readings as the temperature/15 seconds followed by your initials. For example 145/15 sec. JS. Annotating CCP’s on a DA 3034 Production Schedule along with completing a DA Form 7458 Risk Management Data Log Cooking and DA Form 7459 Risk Management Data Log Serving is required to maintain food safety and health measures. Risk Management Data Logs are used to document appropriate safety monitoring measures of the cooking and serving process according to TB MED 530. The shift leader will fill out the DA Form 7458 with the appropriate date and meal as well as who is monitoring the products to be checked. On the Cooking Data Log the products to check for breakfast should include 2 meat items and 2 other hot items. For lunch and dinner, 3 entree items should be checked as well as any leftovers intended to be used for that meal. You should monitor the internal temperature for the specified product throughout the cooking process until the internal cooking temperature is reached (specified in TB MED 530). On the DA Form 7459 Risk Management Data Log Serving you should check three menu items that are cold served focusing on items like pasta, diced meats, fruit and vegetable cut ups, and creams found most commonly in desserts. For hot serving during breakfast check 2 meats to make sure they are holding an internal temperature of 140 degrees or higher for at least 15 seconds or longer. Be sure to include one self-service item as well. It is required that you check the same items 2 to 3 times during the serving period. For the lunch and dinner periods check at least one meat and 3 other hot menu items. When filling out the information onto the 7458 and 7459 Data Logs you have different CAT’s or categories. On the 7458 you have CAT’s 1, 2, and, 3 respectively they correspond with the cooking temperature required 1, >145 2, >155 3, >165 these temperatures are concurrent with the internal temperatures needed for the different meats used in the products (reference TB MED 530 for the different meat internal temperatures). For each product enter the CAT and the piece of equipment you used to cook or heat the product. Then annotate the times and temperature each time you checked the product throughout the process. If the required temperature is not reached when you check the product continue cooking and mark the corrective action. On a 7459 Serving Data Log annotate each products CAT and location of the product and the times and temperature of the product when you check it as well as any corrective action for products in non-compliance. For each day and meal period a separate 7458 and 7459 Risk Management Data Log must be completed. By following these simple steps when filling out a DA Form 3034 and DA Forms 7458 and 7459 you are ensuring that the proper procedures are maintained in the Army Food Program.

Do Insects Have Brains

Even tiny insects have brains, though the insect brain does not play as important a role as human brains do. In fact, an insect can live for several days without a head, assuming it does not lose a lethal amount of hemolymph, the insect equivalent of blood, upon decapitation. 3 Lobes of the Insect Brain The insect brain resides in the head, located dorsally, or to the back. It consists of three pairs of lobes: protocerebrumdeutocerebrumtritocerebrum These lobes are fused ganglia, clusters of neurons that process sensory information. Each lobe controls different activities or functions. Neurons vary in number among insect brains. The common fruit fly has 100,000 neurons, while a honeybee has 1 million neurons. (That compares to about 86 billion neurons in a human brain.) The first lobe, called the protocerebrum, connects via nerves to the compound eyes and the ocelli, which are light-sensing organs that detect movement and controls sight. The protocerebrum contains the mushroom bodies, two bunches of neurons that make up a significant part of the insect brain. These mushroom bodies comprise three regions: calicespedunclealpha and beta lobes The neurons here are called the Kenyon cells. The calices serve as the input areas where external stimuli are received; the peduncle is the transfer region, and the alpha and beta lobes are the output region. The middle of the three main brain lobes, the deutocerebrum, innervates the antennae or supplies them with nerves. Through neural impulses from the antennae, the insect may collect odor and taste cues, tactile sensations, or even environmental information such as temperature and humidity. The third main lobe, the tritocerebrum, performs several functions. It connects to the labrum, an insects movable upper lip, and integrates sensory information from the other two brain lobes. The tritocerebrum also connects the brain to the stomodaeal nervous system, which functions separately to innervate most of the insects organs. Insect Intelligence Insects are smart and have a considerable ability to memorize. There is a strong correlation between mushroom body size and memory in many insects as well as between the size of the mushroom bodies and behavioral complexity. The reason for this attribute is the Kenyon cells’ remarkable plasticity: They will readily rebuild the neural fibers, acting as a sort of neural substrate on which new memories can grow. Macquarie University professors Andrew Barron and Colin Klein argue that insects have a rudimentary form of consciousness that allows them to feel things like hunger and pain and perhaps very simple analogs of anger. They cannot, however, feel grief or jealousy, they say. They plan, but dont imagine, says Klein. Functions Not Controlled by the Brain The  insect  brain controls only a small subset of functions required for an insect to live. The stomodaeal nervous system and other ganglia can control most body functions independent of the brain. Various ganglia throughout the body control most of the overt behaviors we observe in insects. Thoracic ganglia control locomotion, and abdominal ganglia control reproduction and other functions of the abdomen. The subesophageal ganglion, just below the brain, controls the mouthparts, salivary glands, and movements of the neck. Sources Johnson, Norman F., and Borror, Donald Joyce. Borror and DeLongs Introduction to the Study of Insects. Triplehorn, Charles A., cont., 7th Edition, Thomson Brooks/Cole, 2005, Belmont, Calif.Srour, Marc. Insect Brains and Animal Intelligence. Bioteaching.com, 3 May 2010.Tucker, Abigail. â€Å"Do Insects Have Consciousness?†Ã‚  Smithsonian.com, Smithsonian Institution, 1 July 2016.