Renewable energy will be the most significant challenge for the oil Research Paper

Renewable energy will be the most significant challenge for the oil industry. Explain, by citing three reasons, whether you agree or disagree with this statement - Research Paper Example It is not true that renewable energy will be a challenge for the oil industry because of many factors. The renewable energy requires more infrastructure compared to the petroleum oil (Piotrowiak (2012). This process makes the consumers abandon the renewable sources of energy for oil. The price of oil usually fluctuates. It creates uncertainty in the market. The consumers are subjected to speculation. This process affects the prices of other products given that the industries rely on petroleum oil to run their plant and machinery. The petroleum oil undergoes many processes before obtaining pure oil. However, the other sources of energy like wind energy involves many processes. The transition to the use of electric cars will need an industrial transition from the old model spare parts to the manufacturing of electric vehicle spare parts. The adoption of renewable energy vehicles will require continuous monitoring and control software in order to maintain proper functioning of the vehicle. Thus renewable energy will not be a major challenge for the oil industry. The process will cause an additional cost to the owners of vehicles. According to Chan (2012), the marginal returns from the transport business will drastically reduce. Consequently, many potential investors in the transport will be sent away. The electric vehicles will also require extensive facilities for the safe transmission of electric energy to the intended destination. The transmission facilities will require extra electric energy. The cost of using this form of energy will be high. The common form of renewable component, ethanol, and gasoline are not suitable because of the high oxygen conte nt of the mixture. The high oxygen content makes the mixture unsuitable for pipeline transmission. Safe transmission is financially constraining. The additional costs make the preference of the renewable energy sources

The Positive Aspects Of Fast Food English Language Essay

The Positive Aspects Of Fast Food English Language Essay 1. The  job  opportunities offered by  fast food  companies Fast food  is consumed  so much by people on  daily basis. There are many fast food outlets in both developed and developing countries. People can easily  see  fast food  restaurants, such as McDonalds, Burger King, Kentucky Fried Chickens (KFC) and Pizza Huts in the street.  Fast food  industry offers more jobs opportunities to the people in  local  areas.  According to McDonalds Australia (2005), McDonalds Australia had 715 restaurants in 2002.  The demand for McDonalds product increases and many people, especially young people can  work  in McDonalds franchisees.  This shows that  fast food  companies successfully make a  contribution  in  solving social unemployment issues. Other studies also show that  university  students work temporally in  fast food  outlets so that their  salary  may  cover  their expenses during their study. This suggests that, to  certain extent,  fast food  industry has some positive effects on peoples life. 2. The convenience of fast food Many people in the  world  like  fast food because of its convenience. In the UK, many women do not have time to do shopping and cook for the family. Many working mothers easily  take  their children to go to the local fast food restaurants such as McDonalds or Burger King to eat. Schlossers (2002)  study  shows that the number of working women has increased significantly and more and more women spend less time cooking at home, therefore, their families spent more on  fast food  meals. McDonalds and KFC have launched many chains in some developing countries, such as China, India, Thailand,  etc. According to Rault-Wack and Bricas (2002),  fast food  industry offers people  convenience  and reduce the burden of cooking at home because  people  may  order  fast food by  telephone  or online so the food can be delivered  shortly. It is  very  easy and convenient to  have  fast food for a meal after  school/work. 3. The low price of fast food The price for fast food in  fast food  outlet is  very  low  thus  most families in the UK can afford to eat there.  Fast food  companies  make  their products as  cheap  as possible. According to Schlosser (2002),  fast food  companies try  very  hard to  buy  the ingredients as  cheap  as possible because even a few pennies difference in price is  important  for the success of their business. Based on  cheap  ingredients, fast food outlets can afford to  give  customers a  supersized  portion  for low price. Since most customers cannot resist a bargain, this strategy is  very  effective. It is  very  clear that the low  price  and  big  portion  make fast food more attractive to customers. People pay for fast food whenever they want to  have  it. The negative effects of fast food Fast food has many negative effects on peoples health. 1. Fast food with high salt and saturated fat Fast food  companies encourage people to eat a lot without realising the health issues that can lead to  disease.  Experts from the Medical Research Council (2009) have reported that fast food contains lots of salt and saturated fat.  Fast food is full of calorie, it is easy to be addicted to it and  take  in more calories than people need.  Most of these calories do come from fat and sugar. Eating too much fat and sugar can cause  negative  effects on human health. It is clear that  home  cooked fresh food is healthier than fast food cooked with cheap ingredients. 2. Diabetes caused by fast food The way that fast food  is cooked  and sold have  bad  effects on peoples health. In some developing countries, many children do not have enough food every day. According to Schlosser (2002), the author of Fast Food Nation, the disease caused by eating too much fast food has become the second biggest killer after smoking in USA. American people have suffered from diabetes, especially those who are over 50 years old, because they have eaten too much fast food in their life. Schlosser also states that Americans spend more money on fast food than they spend on higher education tuition fees every year. Meanwhile, British people suffer from eating too much fast food and some people have to  get  medical treatment. As mentioned above, fast food is high in fat, high in refined carbohydrates and high in sugar, but it is  low  in anything of nutritional element. Consequently, many people have got diabetes by eating fast food. In the United States, the case of middle-aged Caesa r Barber shows what happened to his health after eating fast food  frequently. He suffered from diabetes and heart attack. He sues McDonalds, Burger King and other fast food  compaies, claiming that his illnesses were partially those companies fault (Martindale, 2003). Oppositely, these  fast food  companies claimed that it was Caesar Barbers responsibility to choose if he should eat fast food or not. Caesar Barbers failed in this case, but the most  important  is that this case shows that fast food has  bad  effects on peoples health. Therefore, people should not eat fast food.  The  connection  between fast food and childrens obesity Many children go to  fast food  outlets immediately after school. They  like  fast food because they  think  that fast food is  tasty. They spend a lot of time eating fast food and chatting with their friends before they go home. Most fast food outlets offer  big  portions, such as Big Mac, double cheese burger, etc. Children do not want to eat anything for dinner. They do not  do  any  physical  exercises after eating a  big  portion  of fast food. It is  very  bad  that some children just  immediately  go to bed after eating fast food.  The parents from those  disadvantaged  families  do not look after their children properly and  they  allow  their children to sleep  immediately  after eating fast food.  The extra  fat  and salt  store  in childrens body that may  make  children overweight.  In the UK, the government introduced  healthy food  scheme  in schools for some years but still many children, especially those from single-parent families, eat  fast  food as their  dinner  after school. Studies have shown that the UK is the country that has more  fat  children than other European nations.  It is a  big  issue that some doctors  are concerned  about.  Hickmans (2005)  study  shows that obesity has tripled in the UK (p.8). He states that the  increase  of childrens obesity  has been accompanied  by the high sales of fast food.  More fast food  is sold  in  fast food  outlets, more children become  obese  as they are the customers that fast food companies target.  From the above  evidence  it can be seen that fast food is a one of the major causes of childrens obesity.  Conclusion Currently fast food  is consumed  by many young people, especially children in the UK.  On the one hand, fast food has some positive effects.  Fast food  companies open many outlets in the world so that they offer more employments to local people.  Fast food is  convenient  as it saving a lot of cooking time so working mothers do not have to  cook  meals for their children after work.  The  price  of fast food is  very  low  so most families, even those  disadvantaged  families can afford it. On the other hand, fast food contains high salt and fat so many adults  have  suffered from diabetes. Studies show that there is a strong  connection  between fast food and childrens obesity because most of  obese  children eat much fast food  frequently. Therefore, government should help those  disadvantaged  families and encourage them to  cook  fresh  food for their children. Additionally,  fast food  outlets should not be allowe d to  locate  near school premises.  Fast food  companies should not be allowed to  sell  big  portions to children. Meanwhile, working mothers should  manage  to spend more time cooking healthy  food  at home. With the efforts made by both government and parents, children can have more  healthy  diets and the number of children with obesity  will be reduced  sooner or later.

Edna, the Anti-Mother-Woman in Chopin’s The Awakening :: Chopin Awakening Essays

Edna, the Anti-Mother-Woman in Chopin’s The Awakening In short, Mrs. Pontellier was not a mother-woman. The mother- women seemed to prevail that summer at Grand Isle. It was easy to know them, fluttering about with extended, protecting wings, when any harm, real or imaginary, threatened their precious brood. They were women who idolized their children, worshipped their husbands, and esteemed it a holy privilege to efface themselves as individuals and grow wings as ministering angels. (29) She had all her life long been accustomed to harbor thoughts and emotions which never voiced themselves. They had never taken the form of struggles. They belonged to her and were her own, and she entertained the conviction that she had a right to them and that they concerned no one but herself. Edna had once told Madame Ratignolle that she would never sacrifice herself for her children, or for any one. Then had followed a rather heated argument; the two women did not appear to understand each other or to be talking the same language. â€Å"I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn’t give myself. I can’t make it more clear; it’s something which I am beginning to comprehend, which is revealing itself to me.† (69-70) In the first passage, Edna is clearly set apart from what appears to be the status quo of female behavior in her society. She is not a mother-woman. The term, mother-woman is a reductive one which implies a singular purpose or value. The mother-woman is a mother; being one defines and regulates every aspect of her life. They â€Å"†¦esteemed it a holy privilege to efface themselves as individuals and grow wings as ministering angels.† Chopin’s use of religious words and imagery is interesting; it certainly alludes to Victorian ideals of womanhood in which the woman is a vessel of purity and piousness. Viewing women as angels or pure, infallible beings elevates them, but also robs them somewhat of their humanity. In addition to this, it places restraining and unnecessary imperatives on their behavior, and encourages them to strive for the unattainable-a pursuit that will probably leave them feeling inadequate. The mother-women are described generally, however, in th is passage, and seem entirely one-dimensional. Also, they possess an almost absurd and quality, â€Å"fluttering† about after their children, perceiving â€Å"imaginary† dangers everywhere. Chopin deals with the mother-women more complexly later through the character of Madame Ratignolle.

Religion and Education Essay

In this aper, I will discuss and explain the influence of religion and education on societies since the beginning of mankind. 1) Religion deals with almost all aspects of human life. 2) History cannot be taught in education without the mention of religious influences on civilizations. 3) The role of religion in public education is not limited to America alone, since the beginning of mankind every civilization has shown some type of evolution within their religious and educational institutions. There are several examples from different parts of the world to prove how widespread the problem is. ) All societies and civilizations are made up of individuals that belong to families. Families are the core of all societies and the religious choices of each family will society as a whole. 1) It may have influence in education, marriage, work, and even food. â€Å"American religious education, as a kind of spiritual support, has been playing a supportive role in Americans’ outlook on life, the realization of life value, the shaping of personality, ethic concepts and national spirit. It’s important role is manifested in the economic and political fields. † (MENG Xianxia/Cross-cultural Communication Vol. No. 2 1001, p. 231) Religion influence many aspects of day to day issues such as life choices, dress, and education. As shown in the article, â€Å"Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, â€Å"A recent survey by the Pew Forum on Religion and Public Life revealed that fully eighty-four percent of Americans identify themselves as adherents ofa specific religion. Eighty-eight percent are absolutely or fairly certain of the existence of God or a universal spirit, including fifteen percent of self-identified atheists. Eighty-two percent of the population considers religion to be very or somewhat important in their lives, and seventy-five percent of Americans, including ten percent of atheists, prayed at least once per week. † (p33) This demonstrates how religion is an important entity in the daily lives of many. This is because religions deal with the human life as a whole. For centuries people have searched for the meaning and truth of their own nature and the nature of the universe, religions are the result. We view religions as communities of people who share practices and beliefs, who gather together in special buildings to worship, and ho have a special way of living. More than three-quarters of the world’s population consider themselves members of some kind of religion. Religion influences almost all aspects of human life. It may have influence in education, marriage, work, and even food. ) The United States was founded on the principles of religion, the citizens of this country can practice whatever religion they like without being persecuted. The liberties provided under the Constitution allow individuals to practice their religious beliets openly and without Judgment. These beliets provide guidance and structure in the lives of these individuals. After the founding of the United States, although the Constitution clearly regulates â€Å" secularism†, religions in America are always closely intertwined with the process of American history, and play a huge impact on the political, economic, legal and cultural fields. American sociologist Richard Newhouse said, â€Å"A basic fact about the United States is that Americans themselves claim that most of them are Christian and the moral foundations of American society are Jewish-Christian morality Just as non-Christian believe. † (Zhang, 2007, p. 13) (MENG Xianxia/Cross-cultural Communication Vol. 7. No. 2, 2011). There are thousands of religions and thousand more subdivisions of those. Religions are divided mainly into ancient and modern religions. Not to say that the â€Å"modern† religions Just originated in the past couple years, Just they are still practiced in present times. Some of the ancient religions include Egyptian, Zoroastria, Greek, Norse, and Celtic. (Source and Cite) 3) People have been shunned, ostracized, sacrificed, and killed because of their religious beliefs. These acts take place because individuals have different views. There are several examples from different parts of the world to prove how idespread the problem is. American society is a blend of secularized and religious elements. Anderson (2004) noted that these two elements have always posed a dilemma for public education. The struggle is how to accommodate both of these societal characteristics. He pointed out that the secular nature of American public culture and its underlying pluralistic character are important aspects of the context for our system of education. The role of religion in public education is not limited to America alone. There are several examples from different parts of the world to prove how widespread the problem is. Thomas (2006) reported a case in France in which a Muslim girl was expelled for wearing a traditional Islamic headscarf. The President supported the move saying that religion should not be permitted in public schools. Islamic leaders protested that the ban was prejudicial, singling out Muslims for discriminatory practices. Hinsliff (2004) reported an interesting controversy in which Christian evangelists in England wanted to have the strengthening of faith teaching in schools. They dropped the idea when†¦ 4) Families are the core of all societies and the religious choices of each family will affect society as a whole. The religious choices of a family will influence an individual’s decisions that will in turn affect society as a whole. What in individual puts out into society will come back as their decision and actions affect society as a whole. Religion is an important entity in the lives of many. According to the International Religious Freedom Act of 1998, â€Å"Religious freedom includes the right to assemble for private and public worship, determine the conditions of membership, give religious instructions, preach its message publicly, and publish and circulate religious material† (International Religious Freedom, Sec. (3) Article 18). The United States is one of the nations with most fantastic religious background, and in reality religion and religious education permeates all aspects of American life. Religion lies in American family education, school education, political activities and social life, playing a role that cannot be ignored. (MENG Abstract p. l) Conclusion: Although religion has been and is a heated topic at times and since the beginning of mankind, we cannot deny the fact, the influence it has had in educational institutions through the development of all civilizations, I teel that this is a great thing. ou will not get very tar into any educational issues without somehow bumping into religious themes. † Marty goes on to explains in Christianity and its legacy in education that â€Å"We Americans are taught to think of American society as a secular one in which religion does not count for much, and our educational system is organized in such a way that religious concerns often receive little a ttention. But if you think for a moment, you may realize that a better question is, where does religion not come into all this? (Burke and Segal p. 631). To have religion thwarting together with education is what gives us history. It is what takes us to the next point in life. It gives us guidance and even sometimes warnings. As a young boy that has been brought up in the ministry and to see how religion has played a key role in my life and education†¦ ‘ applaud this. It is known that religion and education has been around for thousands of years and I believe it will continue for many more. From teaching your grandson to assemble a tomahawk to worshipping the Greek god of war, people show religion and education in many different ways. As, David P. Setran referenced in the Teachers College Record article More Religion in Education and More Education in Religion†: Liberal Progressivism and the Educational â€Å"Common Faith,† 1917-1940, â€Å"The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relation, thus restoring the place of religion as an important source and ally of progressive education. † (p. l, abstract) (Teachers College Record, vl 14 nl 2012. 29pp. Religion and education have been wedded in western culture for as long as schools have existed, and as long as religious diversity and democratic decision-making endure in American society, then struggles between and about religion and education will continue in American schools (Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, p33. ) Religion and education has been around for thousands of years and it will continue for many more.

African Empires in the Early Modern Period: (1450-1750) Essay

One of the comparative topics in this time period is â€Å"empire building† in Africa. The AP Jedi Masters want you to know only one of the following: (Kongo, Benin, Oyo, Dahomey, Ashanti or Songhay) – so they probably are not going to ask you to compare two African Kingdoms since they stated you only need to know one – so they could ask you to compare the process of â€Å"empire building† in Africa to that in: (Asia, Latin America or Europe) – but I am providing you with information from three African Empires – just in case – and each if from a different region in Sub-Saharan Africa – so different historical forces to consider. The Kongo (c. 14th – 17th century) Located on the western coastal region of Central Africa – along the Congo river. Centralized state – with officials overseeing military, judicial, and financial affairs. The empire was divided into regions – and governors who were usually related to the King oversaw those areas – some areas were allowed to continue to rule as long as they recognized the superiority of the Kongo King – they had to report to him yearly for inspection and â€Å"renewal† of their title. The empire was financed both by the taxing of trade as well as a head tax collected by local administers and sent to the capital. Songhay: (West Africa – Sudanic Empire) (Mid 1400’s – Mid-1600’s) ï‚ · As the power of the Mali continued in the 1400’s a state within the Empire was able to obtain its independence – this was called the Songhay Empire with its capital in the trading city of Gao. The height of the Empire came under the leadership of Sunni Ali who ruled from 1464-1493. He built an elaborate administrative and military apparatus to oversee affairs in his realm. The Kingdom of the Asante (1680-1900) The Asante were one of the Akanspeaking peoples who settled in the forest region of modern Ghana between the 11thand 13th centuries. The separate Asante chiefdoms were united by Osei Tutu in the 1670s and in 1696 he took the title of Asantehene (king) and founded the Asante empire. Asante was the only part of Africa where rich agricultural and mineral resources coincided. With its capital at Kumasia only 30 miles south of the northern forest edge – it could draw on both forest and savanna produce some of the traditional crops were: plantains, yams, and rice. The Portuguese arrived in the late 15th century – Kings of the Kongo converted to Christianity as a way to establish closer commercial relations with Portuguese merchants and diplomatic relations with the Portuguese King. He appointed governors to oversee provinces and maintained a professional army, with a cavalry and navy of small boats and canoes – which were able to patrol the Niger River. He extended his empire over the areas formally controlled by the Mali rulers – he conquered the cities of Timbuktu and Jenne (which took him 7 years of siege warfare – he finally married its Queen to solidify his rule). From the capital city of Gao the Songhay rulers presided over a prosperous empire that participated in the transSaharan trade that brought: Salt, textiles and metal goods in exchange for gold and slaves. Despite the fact that the rulers were Islamic and supported Islamic institutions: mosques / universities – the vast majority of the populace remained non-Muslim. The Songhay meet their demise in 1591 when they took on a Moroccan army armed with musket gun – the defeat left open an opportunity for regions to revolt against Songhay administration. Kongo Kings appreciated the fact that Christianity offered a strong endorsement of their monarchical rule – the new faith was convenient also because the saints of the Roman Catholic Church were similar to spirits long recognized in Kongolese religions. For the first number of years Portugal and the Kingdom of the Kongo dealt with each other with a certain level of equality – they exchanged ambassadors and a number of Portuguese went to Kongo: advisors, priests, soldiers, tailors, shoemakers, masons, and minors. One of the most important Kings of the Kongo was: Nzinga Mbemba – also known as King Afonso I (1506-1542) – he was a devout Roman Catholic and actively sought out to convert all his subjects to Christianity – he attended religious services daily and always studied the Bible. Trade and relations with Portugal brought wealth and foreign recognition to the Kongo – items such as: ivory, copper and slaves were exchanged for European: textiles, weapons (guns, guns, guns)!!!! – remember that during this time period (1450-1750) Europeans were â€Å"colonizing† the Western Hemisphere – as this time period went on the demand for slaves increased – this dramatically impacted societies such as the Kongo – one King during the 16th century – himself had 20,000 slaves in his household. However – the vast majority of wealth of the empire was in its gold deposits – the Europeans would call this the â€Å"Gold Coast† – which they used to buy European guns – which further solidified the power of the Asante over nearby regions which did not have access. Guns were also obtained by providing the Europeans with slaves – the notorious â€Å"El Mina† – a fortress built along the coast where slaves were housed until departure across the Atlantic was built on Ghana’s coast. Other items brought by the Europeans were: iron, horses, cloth, tobacco and finished manufactured goods. Historians sometimes speak about Asante’s â€Å"metropolitan† and â€Å"provincial† spheres. â€Å"Metropolitan† Asante consisted primarily of the towns in a fifty-mile radius around Kumasi. The rulers of these towns, many of whom were related to the ruling family, participated in the enthronement of Asante kings, served on the king’s advisory council, and retained considerable autonomy. Eventually the relationship between Portugal and the Kongo worsened because the Portuguese desire for more and more slave pushed them to negotiate with other regions around the Kongo – some of with were enemies of the Kongo while others were protectorates – the authority of the Kongolese King was undermined – which led to war with the two nations. The Songhay empire crumbled into a series of small regional kingdoms – and with the arrival of the Europeans and the redirection of trade towards the coastline – the Sudanic Empires ceased to play a prominent role in West African politics. By contrast, outlying regions were more clearly subordinate and were forced to pay tribute to the Asante rulers. The most distant districts of the state which were populated by non-Akan people annually sent thousands of slaves to Kumasi. They placed all trade under state agencies controlled by the Asante King, and created a complex bureaucracy to govern and collect taxes. Asante achieved a high degree of administrative efficiency (its wellmaintained roads, for example, were famous) and the ability to implement sophisticated fiscal policies.