Food Additives Essays - Food And Drug Administration, Food Additives

Food Additives Essays - Food And Drug Administration, Food Additives Food Additives Food Additives Food additives have been used for thousands of years. In prehistoric times, salt was probably used to preserve meat and fish. Our ancestors also found that large amounts of sugar helped preserve fruit and that cucumbers could be preserved in a vinegar solution. The ancient Egyptians used sulfites to stop bacterial growth and fermentation in wine. They also used extracts from beetles for food coloring. Vegetable dyes from juniper fruits or beech-root juice were popular colorings in the Middle Ages, although wary kings began to employ garglers to test their mealsperhaps for additives that did not originate in the kitchen (Editors of Prevention Magazine 1993). Today, salt, sugar, and corn syrup are by far the most widely used additives. The role of food additives has become more prominent in recent years, due in part to the increased production of prepared, processed, and convenience foods. At the same time, consumers, scientists, and others have raised questions about the necessity and safety of these substances. Although limited amounts of food additives are necessary to guarantee adequate food supplies for a growing population, their use is strictly controlled by laws that assure consumers that foods are safe to eat and accurately labeled (FDA/IFIC 1998). Many people tend to think of any additive added to foods as a complex chemical compound but that ideology is quite wrong. A food additive is a substance or mixture of substances, other than basic foodstuffs, present in food as a result of any aspect of production, processing, storage, or packaging (Winter 1984). Salt, baking soda, vanilla, and yeast are all food additives and are commonly used in processed foods today. By law, the label must identify the food product in a language the consumer can understand. It must indicate the manufacturer, the packer, or distributor, and declare the quantity of contents either in net weight or volume, and the ingredients must be declared on the label in order of predominance (Winter 1984). The useful functions of food additives are often taken for granted, but their purpose is as varied as the foods in which they are used. Additives prevent salad dressings from separating, salt from becoming lumpy, and packaged goods from spoiling on the grocery shelf. They keep cured meat products safe to eat and give margarine its yellow color. The addition of vitamins and minerals to milk, flour, cereals, and breads was a key factor in the disappearance of diseases such as goiter, rickets, pellagra, and beriberi in the United States over the last fifty years. Since most people today are concentrated in big cities and their suburbs, additives help keep the nutritional and aesthetic quality of food from degrading while en route to markets. Additives also improve the nutritional value of certain foods and can make them more appealing by improving their taste, texture, consistency, or color (FDA/IFIC 1998). Some additives could be eliminated if we were willing to grow our own food, harvest and grind it, spend many hours cooking and canning, or accept increased risks of food spoilage. Most people have come to rely on the many technological, aesthetic, and convenience benefits that additives provide in food (FDA/IFIC 1998). We want pretty foods because consumers have been subjected to the beautiful pictures of foods in popular magazines and on television. Food purveyors are only responding to the changes in society (Winter 1984). Additives are used in foods for five main reasons. (1) To provide leavening or control acidity/alkalinity. (2) To enhance flavor or impart desired color. (3) To maintain product consistency. (4) To maintain palatability and wholesomeness. (5) To improve or maintain nutritional value (FDA/IFIC 1998). Many substances added to food may seem odd when seen listed on the ingredient label, but these chemicals that sound so intimidating are actually quite familiar. It is helpful to remember that all food is simply made of Carbon, Hydrogen and other chemical elements like Oxygen and Nitrogen. Dr. Melvin A. Benarde feels that the public is being widely misinformed about the chemical additives in processed foods. He points out that without these chemical additives, many of the convenience foods we use would not be available (Benarde 1971). Under the Food, Drug, and Cosmetic Act, the term food additive is defined as any

History Essay

History Essay The first thing you should do when writing a history essay is to  study  the question very attentively and get its meaning. It may seem too obvious, but still, most history essays are off the point. The  thesis  is almost the main thing in your history essay. Usually, you may come across this term in other kinds of essays, but when it comes to history essay it is a real thesis. It should not be the assumption of your idea, or opinion or argument. It should be your thesis. Pay attention to the  logical arrangement of your essay. Bear in mind, that it is beneficial to stick to the common essay structure: Introduction Body Conclusion Try to do your best to make the introduction of your history essay straightforward and convincing. Here you should introduce your thesis and reveal the course you are going to take. Using general or specific terms present the point you were intended to prove in your essay. The body is the part of your essay where you have to reveal the facts to support your thesis (to give validity to your thesis). You may arrange the body of your historic essay in the following ways: the chronological the categorical the stages of development In the conclusion, you have to sum up everything that was mentioned in the introduction and the body. You have to some extend to refresh all the main points that support your thesis. And some last tips to make your history essay a  successful one: use compact language. Assigned to write a history essay? Here is a great list of topics for your essay on history: History Essay Topics Having no idea of a topic to write on? Or having problems with composing your history essay?  Order your history essay online.

Man of the House Essay Example | Topics and Well Written Essays - 500 words

Man of the House - Essay Example They will act as the fathers of these children and become a "househusband". Essentially, they will accomplish different household chores that a normal father would do, plus doing the laundry, cooking for the kids and other tasks that the children's mothers will assign them. The guys will not be allowed to talk with their girlfriends during that span of time, but the children's mothers will report how their boyfriends fared. The guy who will perform best will win, and the prize will be the couple's dream wedding. The show has a great potential because it is a reality show that will maintain redeeming values. Not only that it promotes values, just think about all the possibilities about how the groom-to-be's will fare as fathers to some children. Definitely there will be comical incidents that will spontaneously happen in between. The show will also feature a romantic side, as audience will behold the guys completing these challenges just to offer their fiances the wedding of their dreams. With guys acting as the "Man of the House", the show emulates a family-oriented scenario that is apt to be viewed by people of all ages. Unlike other reality shows which feature adult topics, this show will cater to much wider audience share. It is a show that deals with guys getting the real picture of how to become a "perfect" father to his children. In

Leda and the Swan Essay Example | Topics and Well Written Essays - 1500 words

Leda and the Swan - Essay Example The basic story of the events as per Greek mythology describes the events which led to the conception of Helen and other children, the event mentioned in the story are violent perhaps because beauty is often born from past violence. Leda was married to the king of Sparta i.e. Tyndareus and Zeus took the form of a giant swan to mate with Leda on the same night as she had sex with her husband (Beyst, 2002). Intertextual analysis can show us quite clearly that the artists who covered this particular theme gave their own focus to the images regardless of the media being sculpture, painting or as per Yeats, poetry. Essentially, the poem and other artistic mediums which are based on this motif are presenting a loving couple which is entwined with each other. Sensibilities in art often prevent a complete visual description of a sexual act therefore there are certain aspects which are not shown. For example, Michelangelo’s Leda has her privates covered with the tail feathers of the swan while da Vinci’s Leda seems to be more or less hugging a giant swan rather than engaging in any sexual act (Beyst, 2002). On the other hand, the images presented by Yeats quite clearly describe the sexual act and if a person who is familiar with the background story reads this poem, s/he can clearly know where the point of climax comes within the poem along with the orgasm of the characters. In fact, Yeats words have a certain power which can not be felt in paintings because of a difference in medium. For example, it is rather difficult to empathise with Leda if one simply views the painting but upon reading the poem a person can place themselves in Leda’s position and experience what she felt (Beyst, 2002).

Guideline for Article Review Essay Example for Free

Guideline for Article Review Essay 1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! Grading: -3 if missing 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Note: For the on-line reviews done in some class sections, this category may be broken up into several separate subcategories. For the written review, please discuss all of these subcategories together as follows. Paragraph 1: State the objectives (goals or purpose) of the article. What is the articles domain (topic area)? Paragraph 2: †¢ Audience: State the articles intended audience. At what level is it written, and what general background should the reader have; what general background materials should the reader be familiar with to understand the article? †¢ Appropriate Journal? : Why is the journal appropriate (or inappropriate) for this article? (Check the mission statement or purpose of the journal itself from its cover or its Web site. ) Paragraph 3: State whether the article is conceptual or empirical, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. Of course, both types of articles can use real life examples to back up their points. Just because an article provides examples, does not necessarily mean that it is empirical. (The lesson to take home is not to consider a conceptual article to be an empirical one just because it provides some summarized or some unanalyzed data. ) Grading: Objectives: great 3; ok 2; poor 1 Grading: Audience/Journal Appropriateness: great 3; ok 2; poor 1 Grading: Conceptual vs. empirical: great 2; ok/poor 1 3. Very Brief Summary Prev Page For our article reviews, we do not want you to spend much space summarizing the article. Instead we are more interested in your analysis of the article. Thus, in this section, summarize the article only very briefly (2-3 paragraphs). If possible, use the IS research paradigm as the format of your summary, but remaining very brief: †¢ Paragraph 1: what is the problem or opportunity being addressed †¢ Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) †¢ Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) Grading: great 4; ok 2; poor 1 4. Results. Very briefly summarize the important points (observations, conclusions, findings) and take home messages in the article. Please do not repeat lists of items in the articles just summarize the essence of these if you feel they are necessary to include. Grading: great 8; ok 5; poor 2 5. Class Readings 1. Does this article directly cite any of the class readings, i. e. , does any class reading appear explicitly in its bibliography or reference section? If not, state this explicitly. If so, clearly describe how the authors use the cited article. How does the article you are reviewing relate to and/or build upon the class article it cites? If this article does not cite any class readings then just state this. (If you do not state this explicitly, you will not receive credit for this section. ) Do not discuss any other readings, such as other readings on the same topic or by the same author. Save any discussions of similar articles for your synthesis section below. 2. Do any of the class readings cite your article (besides the textbook)? If so, clearly describe how. If no class readings cite your article, then write in your review No class readings cite this article. (If you do not state this explicitly, you will not receive credit for this section. ) Be sure to add all references you cite to the bibliography. Grading: great 4; ok 2; poor 1 {If none, then score 4 by default if this has been stated explicitly. } 6. Contributions An article makes a contribution by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or synthesize several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The articles contributions should be original. To the best of your knowledge, are they? Are the articles take-home messages new? Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. Grading: great 8; ok 5; poor 2 7. Foundation Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article Prev Page cites. ) Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review This article does not build upon any foundation research. (If you do not state this explicitly, you will not receive credit for this section. ) Grading: great 4; ok 3; poor -1 {If none, then score 4 by default if this has been stated explicitly} 8. Synthesis with Class Materials The synthesis section should be at least one full page. Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts weve covered. (Of course, only certain materials will be relevant for any given article. ) Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! Discuss the articles research ideas and results in terms of any relevant materials covered in class or which you have found in the readings. You can also check the concepts in the to know link on the quick links portion of the course Web site. Cite these readings explicitly, including their source in the bibliography and a bibliographic marker in the text (e. g. , [Turoff et al. , 1999]). You also could analyze the approach the author took to the articles analysis and discussion. Discuss the articles approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. For example, if the authors discuss any type of information system, you could use Alters WCA analysis to examine how they approached that information system. Try to do this for all the models and frameworks, etc., which apply to your article. As part of this analysis, reference other articles youve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For example, if your article develops a new framework, compare it with Bandyopadyhahs Prev Page framework criteria (and vice versa whoever does Bandyopadyhahs article could test his criteria on frameworks from the other readings). Include any articles you cite in the bibliography and use bibliographic markers in the text. For all of these, do your synthesis comparison in as much depth as you can! Grading: four items up to 20 points total (12 points plus 8 points extra credit) for each item: great 5 ok 2; poor 1 Great: discussed deeply and relating the article in detail with the synthesized models and frameworks. OK: the synthesized information is only discussed in general 9. Analysis Note: Many people assume this category is the same as General Critique. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do its lessons, ideas and theories still apply? To what extent has its issues been resolved? Grading: great 4; ok 2; poor 1 Additional Analysis Optionally, try applying the articles models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the authors analysis in the paper you could summarize this as part of the results section. ) Grading: this section is extra credit only: great 8; ok 5; poor 2 10. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: †¢ Does it build upon the appropriate foundation (i. e. , upon appropriate Prev Page prior research)? †¢ Did the authors choose the correct approach, and then execute it properly? †¢ How confident are you in the articles results, and why? †¢ Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? †¢ Do the authors discuss everything they promise in the articles introduction and outline? †¢ What are the articles shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? †¢ In what way should the article have made a contribution, but then did not? †¢ Do the authors make appropriate comparisons to similar events, cases or occurrences? †¢ How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? †¢ Were there adequate and appropriate examples and illustrations? For full credit, ask yourself these questions when justifying your critique points: †¢ why/why not? †¢ how? †¢ what distinguishes the differences/different approaches, and in what ways? Grading: four items up to 16 points total (10 points plus 6 points extra credit) for each item: great 4; ok 2; poor 1 11c. Further Critique of a Conceptual Article *** only for conceptual articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop Prev Page  an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? Grading: for each: great 3 ok 2; poor 1 11e. Further Critique of an Empirical Article *** only for empirical articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of an empirical article examines the strength of the empirical evidence supporting the authors argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the articles purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researchers argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e. , what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, Prev Page etc. , significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e., numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e. , determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? Grading: for each: great 2 ok/poor 1 12. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it if you give your own suggestions (instead of or in addition to the authors, then precede each with I would propose If it has been resolved since the article was written, then state how it was resolved. Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 3 items up to 9 points total (6 points plus 3 points extra Prev Page credit) for each item: great 3; ok 2; poor 1 13. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 4 items up to 12 points total (6 points plus 6 points extra credit) for each item: great 3; ok 2; poor 1 14. Impact To determine how much impact this article has had, do a citation analysis. Discuss what this citation analysis shows, and why; dont just list the citations! (See the Citation Analysis Guidelines (.doc) and Handout (. pdf) posted on the course Web site. ) If the article has no citations, then write in your review I found no citations in the Science Citation Index, the Social Sciences Citation Index or on the Internet. Then clearly explain why you believe there were no citations at all. If you found citations in some indexes or on the Internet but not the others, then explain this as well. Include your citation lists in an appendix to your review (see below for details). Grading impact discussion: great 3; ok 2; poor 1 15. Questions List three insightful questions of your own, arising from this article. Do Prev Page not ask definitions, but rather questions that really make one think. Grading: 3 questions, up to 6 points total for each question: great/ok 2; poor 1 16. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. This includes references to any class materials, as well as the three additional citations utilized in sections 6-14. 1. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. 2. Write 2-4 sentences describing the article. 3. Write 2-3 sentences describing why you cited it. Also, be sure that you have included a bibliographic marker to each (such as [Bieber Smith, 2001]) in the text of your review. Grading: -5 if missing references; -3 if you mention the authors explicitly in your text and put the references in this bibliography section, but forget to explicitly place citation markers in your text. 17. Citation Analysis Appendix There is a separate page on the course Web site describing citation analysis. This appendix will have three sections: †¢ the citations you found in the Science Citation Index †¢ the citations you found in the Social Sciences Citation Index †¢ the citations you found through a thorough Web search on the Internet If the article has no citations for any of these three, then write in that section I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. Note, if your article has more than 20 citations, you only need to include a selection of them: †¢ State how many citations each index has and the Web search found †¢ List Prev Page 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Phen/Fen :: Drugs Weight Loss Obesity Health Essays

Phen/Fen What is Phen/Fen and How Does it Work? Phen/fen is a popular drug treatment for obesity and binge eating disorders. Two medications named phentermine (phen) and fenfluramine (fen) are taken together in order to work in a balanced fashion on two of the body's neurotransmitters. Phentermine blocks the absorption of a neurotransmitter called dopamine. Dopomine is a stimulant that raises the body's temperature and increases metabolic rate. The effect of this blockage is a decreased appetite and an increase in metabolic rate (http://www.ulink.net/-dtison/). Fenfluramine works on the nuerotransmitter called serotonin. Increased levels of serotonin make someone feel calm and full. Fenfluramine increases the levels of serotonin available for the body to use which tricks the body into feeling fuller and decreasing one's appetite. 'The strength of the fen/phen protocol is that it permits regulation of each nuerotransmitter independently. Were there to be an insuff iciency of dopomine, the phentermine (phen) dose can be increased; a n excess of serotonin, the fenfluramine (fen) dose is tapered' (http://www.fenphen.com/philosophy.html). Phen/fen regulates the body's natural chemistry and keeps it in balance. By doing so, 'it eliminates psychological cravings for food, cuts down excessive hunger, and reduces depression-related ailments that result in eating disorders such as bulimia and anorexia" (http://www.fenphen.com/hope.html). The internet contains hundreds of web sites full of information on phen/fen along with advertisements for the treatment. But, it should be understood that "they are not 'fat pills,' as has been mentioned in some of the news media; they do not absorb fat or block fat from entering the system. They do not alter one's genetic make-up, which can be a contributing cause of obesity' (http://kingsfans.com/wein.htm) Who Qualifies for Treatment? Phen/fen treatments are meant for people who have a BMI (body mass index) of 28 or higher or are at least 20% over their ideal body weight (Anonymous, 1996). However, cases have been documented where people have been given the treatment who did not fit that criteria. For example, Teagan Clive (1997) reported in Joe Weider's Muscle and Fitness that she received the treatment although she was only 8% over her ideal body weight. The bottom line is that these companies are selling a product to make money, and they are not too concerned with people's health. To see if you qualify for treatment, check out the Medical Weight Management web site (http://www.phenfen.com). The site has a place to fill in your measurements so that you can calculate your body mass index and find out if you can sign up. Phen/Fen :: Drugs Weight Loss Obesity Health Essays Phen/Fen What is Phen/Fen and How Does it Work? Phen/fen is a popular drug treatment for obesity and binge eating disorders. Two medications named phentermine (phen) and fenfluramine (fen) are taken together in order to work in a balanced fashion on two of the body's neurotransmitters. Phentermine blocks the absorption of a neurotransmitter called dopamine. Dopomine is a stimulant that raises the body's temperature and increases metabolic rate. The effect of this blockage is a decreased appetite and an increase in metabolic rate (http://www.ulink.net/-dtison/). Fenfluramine works on the nuerotransmitter called serotonin. Increased levels of serotonin make someone feel calm and full. Fenfluramine increases the levels of serotonin available for the body to use which tricks the body into feeling fuller and decreasing one's appetite. 'The strength of the fen/phen protocol is that it permits regulation of each nuerotransmitter independently. Were there to be an insuff iciency of dopomine, the phentermine (phen) dose can be increased; a n excess of serotonin, the fenfluramine (fen) dose is tapered' (http://www.fenphen.com/philosophy.html). Phen/fen regulates the body's natural chemistry and keeps it in balance. By doing so, 'it eliminates psychological cravings for food, cuts down excessive hunger, and reduces depression-related ailments that result in eating disorders such as bulimia and anorexia" (http://www.fenphen.com/hope.html). The internet contains hundreds of web sites full of information on phen/fen along with advertisements for the treatment. But, it should be understood that "they are not 'fat pills,' as has been mentioned in some of the news media; they do not absorb fat or block fat from entering the system. They do not alter one's genetic make-up, which can be a contributing cause of obesity' (http://kingsfans.com/wein.htm) Who Qualifies for Treatment? Phen/fen treatments are meant for people who have a BMI (body mass index) of 28 or higher or are at least 20% over their ideal body weight (Anonymous, 1996). However, cases have been documented where people have been given the treatment who did not fit that criteria. For example, Teagan Clive (1997) reported in Joe Weider's Muscle and Fitness that she received the treatment although she was only 8% over her ideal body weight. The bottom line is that these companies are selling a product to make money, and they are not too concerned with people's health. To see if you qualify for treatment, check out the Medical Weight Management web site (http://www.phenfen.com). The site has a place to fill in your measurements so that you can calculate your body mass index and find out if you can sign up.

Schiaparelli vs Chanel

In Judith Thurman’s article for The New Yorker, â€Å"Mother of Invention in Fashion† she tells of the life and fashion influence of designer Elsa Schiaparelli. The name may not be familiar to fashion outsiders but the Italian designer emerged around the same time period as the better-known Coco Chanel. While Chanel is most known for her simple cut clothing and classic designs, Schiaparelli is known for her courageous use of eclectic patterns and colorful zippers.In a world of fashion where firsts are a rarity, Schiaparelli is recognized for innovations such as the overall, the power suit, colored hosiery and the wedge, a shoe that has yet to go out of style just to name a few. She had the boldness to design scarf dresses in bright fuchsia and mix and match sportswear in an array of knits. She was there for society during a time of adventure and outspokenness and through her daring designs she gave women an outlet to express themselves.During World War II Schiaparelli p ut designing on the backburner due to the political situation and instead used her popular influence to help raise funds for various French relief charities. She refused to design clothes at such a time of suffering and terror and through this act she showed her solidarity and strong ethics. Her rival, Gabrielle â€Å"Coco† Chanel was shacked up with a Nazi officer at the fancy Ritz while women were wearing her black designs to funerals for the many that were dying throughout the country.As the war came to an end Chanel came back strong with her original designs as simple and as black as ever just what society needed-mindless outfits. This society who was once willing to work and try to stand out, now just wanted to blend into the sorrowful world that the war had turned life into, they didn’t want to think at all. In the time of pre World War II, society was willing to go out of their way for fashion, to strive to stand out and be bold, to try and to work for it. Schap arelli was a â€Å"poet of couture† as Thurman calls her, â€Å"she designed clothes for an emboldened and unbeholden New Woman†.(Thurman, 1) Postwar the world was in a conservative state, the demand for fuchsia and graphic knitwear was not high, and â€Å"her work was out of tune with the tastes of a conservative postwar public†. (Thurman, 3) The innovative work of Schaparelli was recognized and at a time useful to the general public but its uniqueness was not good enough to stay in society’s minds and unlike Chanel, it did not become a household name. Women no longer wanted to be outspoken, they instead wanted their clothing to speak for them.The little black dress practically invented by Chanel did just that-it spoke for itself. Throughout decades Chanel has created a following strong enough that in a sense it is its own category of style and has kept its affluent name throughout depressions and economic plights. The highest forms of royalty, the great est icons and even the First Ladies of America clad themselves in the classic tweed of Chanel. The mindlessness of being able to rely on the classic cut, the clean lines and the dependent mix of grays and blacks are what makes Chanel a â€Å"go-to† for recognized and upper class women.Chanel represents the adaptation of fashion, postwar women did not want to try, they did not want to â€Å"think too hard† or work for fashion. Chanel doesn’t want you to work at all, her clothing is meant to be worn and say enough for you, one of her classics, the little black dress symbolizes a woman putting on a dress that speaks for itself, it screams classy and timeless. Thurman writes, in reference to monumental breakthroughs such as â€Å"monotheism, penicillin, the little black dress, â€Å"history tends to remember those who have one big idea.† (1) Chanel had big ideas, even if they were adapted from what was already invented, and those ideas were timeless. When on e is wearing Chanel that is what is seen, it is not the women in Chanel that stands out but the Chanel on the woman. The little black dress which is casually referred to by today’s designers as the â€Å"LBD† has become such a staple that rarely will a woman’s closet be lacking at least one. A little black dress is hardly as exciting and conversational as a hot pink pantsuit or as daring as sportswear with animal shaped buttons, but its black simplicity is mindless.It was exactly how society wanted its women to behave at the end of the 1940’s; the little black dress spoke for them because nobody wanted them to speak for themselves. A woman standing in the corner at a dinner party wearing Chanel does not need to be attended to, the fact that she is donning Chanel says just enough. She is wealthy, she is taken care of and anything she feels the need to say is being said by her Chanel outfit. One of the best known images of the little black dress is in Blake Edward’s film adaptation of Truman Capote’s Breakfast at Tiffany’s.Audrey Hepburn plays the naive yet eccentric character of Holly Golightly and her look has become legendary. Her hair pulled tightly into a bun and a never ending strand of pearls wrapped around her neck all of which accessorize her classic little black dress and a long stemmed cigarette that she has, without fail, permanently in hand. Hepburn, frequently clad in Chanel, prances around the city as if it is her playground, nonchalantly yet tragically running with a different gentleman every evening.It would seem that she enjoys their company but she refers to them as â€Å"rats† during her daily rants to her new companion and neighbor. This character remains unnamed in the book but through the film we learn that his name is Paul, although Holly finds him uncannily familiar to his brother and insists on calling him Fred. Holly Golightly’s behavior is eccentric and sometimes unprompte d and in both the film and the novel the audience and readers are able to grasp this unpredictable aspect of her personality.Edwards and Capote’s depiction of Holly is incredibly different in their respective portrayals of this wild character. Although the storylines differ each of their portrayals successfully convey Holly as the entertaining woman that she is. Capote’s version makes readers push themselves and question Holly as a character is she a phony? Is her behavior really past her? Does Holly not see what is going on? Readers are delving deep and thinking hard to understand the Holly Golightly in the text. We are looking deep into her character and trying to see her for who she is, to understand this seemingly complex woman.But then there is something about the Holly Golightly that Blake Edwards has created, a facade that appears in part due to her memorable ensemble. The movie’s Holly Golightly is easier for the audience to understand and empathize with . There is no thinking involved, just a beautiful face and a simple little black dress. The Chanel-clad Holly allows us to look at her without really looking into her, we are satisfied with what we see and our judgment is left at that. The Chanel little black dress is speaking for Holly and it is giving off an impression that leaves the audience excusing her for her petty actions.One of the most notable differences between the movie and the book is the ending that Paramount pictures completely changed from how Truman Capote first wrote it. Holly’s main eccentricity is that she is constantly traveling, never being able to settle in one place that she finds herself comfortable in. â€Å"I don't want to own anything until I find a place where me and things go together. I'm not sure where that is†¦Ã¢â‚¬ (Capote,) At the end of the novel Holly remains her true nomadic and the last readers hear of her is through a postcard sent from Brazil to the narrator, like expected she has not settled down.Then there is the film version of Holly, a character who we choose to take for what she is, whatever that may be. In the film the narrator Paul/Fred, is able to convince Holly to stay in New York, as he departs from a taxicab ride with her the audience thinks this is the last time they will ever see each other and the narrator, a man who is clearly head over heels for Holly, gives her a peace of his mind, and a glimpse into his broken heart: â€Å"You know what's wrong with you, Miss Whoever-You-Are?You're chicken; you've got no guts. You're afraid to stick out your chin and say, â€Å"Okay, life's a fact, people do fall in love, people do belong to each other, because that's the only chance anybody's got for real happiness. You call yourself a free spirit, a wild thing, and you're terrified somebody's going to stick you in a cage. Well, baby, you're already in that cage. You built it yourself†¦it's wherever you go. Because no matter where you run, you ju st end up running into yourself.†(Breakfast at Tiffany’s) Then to reader’s surprise but to audiences content Holly returns the narrator’s gestures! The Holly in the book would have never settled for love and given in to one man Holly was a traveler never settling for one man or one address. The Holly in the movie has just been put in her place and audiences expect this of her and they accept it. Of course the lady in Chanel will fall in love in this fairytale-like rainy scene.For a Schiaparelli wearing character we expect more, we don’t expect her to take such confrontation and to be told where she stands in the world, but the Chanel wearing woman will be swept off her feet and won over by her neighborly suitor. How is it that courtesy is given to the Holly Golightly in the film but yet the novel’s version of Holly would never be excused like this? Society, being the funny unpredictable way it is has the ability to turn its head at certain ev ents or times.In Thurman’s article we see that Schiaparelli and Chanel started off on equal ground but it is only one designer that is still around today: â€Å"Coco Chanel and Elsa Schiaparelli launched their fashion houses in the first decades of the last century like two rockets with equal payloads of ambition. Chanel settled into the lower and brighter-more visible-orbit, which the gravity of convention begins to erode. Schiaparelli exerts her influence like a distant celestial body on women and designers who may see hot pink when they free-associate her name, but who otherwise have no precise image of her work.†(Thurman, 1) For such originality, Schiaparelli was merely lost in the times and is only a memory with no precise image attached to her name. Was she who we should have remembered? While Schiaparelli was working for a good cause during the war and using her resources to raise money for French charities, Chanel was holed up decadently with a Nazi officer liv ing a lifestyle totally oblivious to the world’s events. Yet society turns its head and excuses Chanel’s actions just as quickly as they forget Schiaparelli’s heroic ones.Schiaparelli might not have been lost in the times had she made it simpler on us, had she tended to society’s needs. We give Chanel the courtesy that we give Edward’s version of Holly Golightly and we give Schiaparelli no courtesy at all. Edward’s Holly Golightly makes it easy to fall for her quirky little expressions and disregard towards the real world, the fairytale ending we are left with is simple and does not leave the audience wondering and digging deeper and for that we love the simplicity and mindlessness of the film’s Holly Golightly.It is the Holly Golightly in the film adaptation of Breakfast at Tiffany’s that has become illustrious throughout the years; her timelessness has stuck around like Chanel’s while the original novella’s fame has fizzled out like Schiaparelli’s. Like Chanel, the film version of Holly Golightly is one that the audience does not have to work to understand. Readers are sick of working to understand Truman Capote’s original Breakfast at Tiffany’s like women were sick of working to understand Schiaparelli.Sometimes it is the easy and the mindless that society not only wants but needs, and they are willing to throw all originality out the window for it. Works Cited Breakfast at Tiffany’s. Dir. Blake Edwards. Paramount Pictures, 1961. DVD. Capote, Truman. Breakfast At Tiffany’s. New York: Vintage Books, 1993. Thurman, Judith. â€Å"Mother of Invention in Fashion. † The New Yorker 27 Oct. 2003: 1-3. Print.

A 20th Century Leader

‘Robert Kennedy: His Life’ is the autobiography of Robert F. Kennedy (popularly referred to as RFK). It was written by Evan Thomas, a former senior editor of Newsweek in Washington.He was the first biographer to have access to Kennedy’s personal papers as attorney general. Thought the book contains no shocking revelations, there is a lot of fresh information gathered from Robert’s surviving colleagues, files and other sources. In the book, Thomas gives an elucidation of the man’s strengths as well as failures, and discloses the complex web of relationships in the Kennedy family.Depicting RFK as a man whose ‘house had a lot of mansions’, Thomas refers to him as ‘the lucky one’. Throughout the book, Thomas brings out the many phases of Kennedy’s personality. He was a very rich individual who could act like a spoiled child one day, and show sympathy to the minorities the next. Though the book honors a man whose potential was cut short too soon, Thomas’ book focuses on a man, a family and an era about whom Americans will never fully understand.Robert was the younger brother of U.S. President John F. Kennedy (JFK). Born on November 20, 1925, he was the seventh born of Rose Fitzgerald and Joseph P. Kennedy. After living in Brookline, Massachusetts for two years, Robert and his family moved severally to mansions located in different parts of New York such as Riversdale and Bronxville.Robert schooled at Riversdale and Bronxville elementary schools till 5th grade, and then moved to Riverdale Country School for 6th grade. In 1938 when 12 years old, Robert took his first trip abroad with his family to England, where his father was serving as an American envoy. After finishing high school in 1943, Robert was drafted into the U.S. Naval Reserve as a trainee seaman.Robert Kennedy’s involvement in politicsAccording to Brian (1996), when World War II broke out, Robert took a break from studies at Harvard and joined the U.S. Navy. After the war, he went on to complete his studies and graduated with a law degree from University of Virginia. In the 1950s, he served as a counsel to a US Senate committee probing labor unions, leading to his open feud with the Teamsters leader Jimmy Hoffa.Robert’s political career is more closely associated with his brother, JFK. He oversaw JFK’s successful campaigns for the US Senate in 1952 and the presidency in 1960, and then was appointed as Attorney General in John’s administration.He was at the forefront of enforcing civil rights measures in the South and became the president’s closest adviser on all issues, for example foreign policy matters such as the Cuban missile crisis. After his brother’s assassination in 1963, Robert continued to serve in the Lyndon Johnson government as Attorney General and was unhappy that Johnson overlooked him for vice-presidency in 1964.Robert ran successfully for senator of Ne w York. As senator, he was loved by African Americans and other minorities such as immigrant groups and Native Americans. He spoke convincingly in favor of the excluded, disaffected and impoverished, hence getting the support of social justice campaigners and leaders of the civil rights struggle.He backed President Johnson on domestic matters, particularly civil rights and the war on poverty, but did agree with him over the war in Vietnam. By 1968, he was one of the most vocal advocates against the American policy on Vietnam. On domestic policy however, he became more and more liberal and developed a soft spot for the dispossessed and the minorities.Robert declared his candidacy for the US presidency in early 1968. He was assassinated on June, 5, 1968 at the Ambassador Hotel in Los Angeles just after delivering a speech to his supporters upon capturing the California primary. He was pronounced dead the following morning.Attitudes and ApproachAccording to Brian (1996), Robert as a ch ild was frequently the target of his father’s domineering temperament. However as he got older, he won the admiration of his father and brothers through his competitiveness. During his brother’s campaigns, Robert was more tenacious, passionate and involved than the candidate himself, aggressively tackling every detail and fighting every battle.

10 Exercises to Become a Better Writer

10 Exercises to Become a Better Writer 10 Exercises to Become a Better Writer It’s true that practice makes perfect, so if you want to polish your writing abilities and become a better writer, the best thing to do is - you guessed it - practice! From creating your setting to beating writer’s block, we share ten exercises that can help you sharpen your skill set. Some of these come from different Reedsy Learning courses, so be sure to sign up to get even more advice, all by trade professionals, in your inbox each morning.Exercise 1: Change the Scenery - With Writing PromptsThere are very few things as frustrating as a bad case of writer’s block. But don’t despair! Instead of getting frustrated with it, try a change of scenery. Not literally (although that might also help) - do it with your writing.Activity: If your own story isn’t getting the creative juices flowing, using writing prompts  can help you break through the slump. This can help you change your mindset and any expectations your might have from what you are cu rrently writing. Have some fun with it! Here are a couple of examples to get you started:An accident during an experiment freezes you in time in public, completely invulnerable. Millennia later, you come out of stasis to find entire cultures centered upon your statuesque presence throughout their history. via /r/writingpromptsOn your path you meet two guards, one who always answers in sarcasm and one who answers a question with a question. via /r/writingpromptsGoal: Use writing prompts and short story ideas to get your creative juices flowing with a change of scenery that can help you clear out the block. "Use writing prompts for a change of scenery" and 9 other exercises that can help you become a better writer Exercise 2: Create character profilesCreating multifaceted and complex characters is something that takes time and effort, and it only gets trickier the more characters your story has. For readers to connect with your characters, you, the author, need to understand who they are and what motivates them. Easier said than done, but this exercise might help.Activity: Create character profiles for as many characters as you need. This can help you see the differences between them and give you a unique perspective on each of them. Going beyond their basic information and physical appearance can give you a greater understanding of what drives them and can help you capture their voice and point of view in an authentic way.Goal: Give characters their own unique voice, goals, wants, and needs. Exercise: Use character profiles to give your characters their own unique voice Exercise 3: Read out loudOne of the occupational hazards of being a writer is writer’s block. We can all agree that it’s difficult to get any ideas on paper when nothing seems to want to come out. But don’t fear: there are many ways to overcome it. Bec Evans and Chris Smith from Prolifiko show a tried-and-tested method to push through that wall in their writing routine course.Activity: As the name suggest, this exercise consists of letting yourself write freely - there are no rules! Put aside 15 minutes of your day and let the ideas flow. Write whatever is in your head. Don’t edit. Don’t consider your words. Don’t wait for that one beautiful sentence to appear. And, above all, don’t let your inner critic show its ugly face. Just write!Goal: What you write may not be pretty and it may not make much sense, but it will exercise your creative muscle and get your ideas out of your head and onto the page. "Freewriting - a tried-and-tested method against writer's block" and 9 other exercises Need more exercises to get your writing going? Check out this directory with over 100 exercises that cover topics from character development to writer’s block.As English author PD James once said: â€Å"Don’t just plan to write – write. It is only by writing, not dreaming about it that we develop our own style.† Developing your writing skills doesn’t happen overnight, but exercising your writing muscle is the one tried and true way to become a better writer and reach your writing goals.What are some of your favorite exercises to become a better writer? Add yours in the comments below!

Spains North African Enclaves of Melilla and Ceuta

Spain's North African Enclaves of Melilla and Ceuta At the onset of the Industrial Revolution (circa 1750-1850), European countries began scouring the globe looking for resources to power their economies. Africa, because of its geographic location and its abundance of resources, was seen as a key source of wealth for many of these nations. This drive for control of resources led to the Scramble for Africa and eventually the Berlin Conference of 1884. At this meeting, the world powers at the time divided up the regions of the continent that had not already been claimed. Claims for North Africa Morocco was viewed as a strategic trade location because of its position at the Strait of Gibraltar. Although it was not included in the original plans to divide up Africa at the Berlin Conference, France and Spain continued to vie for influence in the region. Algeria, Moroccos neighbor to the east, had been a part of France since 1830. In 1906, the Algeciras Conference recognized France and Spains claims for power in the region. Spain was granted lands in the southwest region of the country as well as along the Mediterranean Coast in the North. France was granted the rest and in 1912, the Treaty of Fez officially made Morocco a protectorate of France. Post World War Two Independence Spain continued its influence in the north, however, with control of two port cities, Melilla and Ceuta. These two cities had been trading posts since the era of the Phoenicians. The Spanish gained control over them in the 15th and 17th centuries after a series of struggles with other competing countries, namely Portugal. These cities, enclaves of European heritage in the land the Arabs call Al-Maghrib al Aqsa, (the farthest land of the setting sun), remain in Spanish control today. The Spanish Cities of Morocco Geography Melilla is the smaller of the two cities in land area. It claims approximately twelve square kilometers (4.6 square miles) on a peninsula (Cape of the Three Forks) in the eastern part of Morocco. Its population is slightly less than 80,000 and it is situated along the Mediterranean coast, surrounded by Morocco on three sides. Ceuta is a little larger in terms of land area (roughly eighteen square kilometers or about seven square miles) and it has a slightly larger population at approximately 82,000. It is located north and west of Melilla on the Almina Peninsula, near the Moroccan city of Tangier, across the Strait of Gibraltar from mainland Spain. It too is located on the coast. Ceutas Mount Hacho is rumored to be the southern Pillar of Heracles (also vying for that claim is Moroccos Jebel Moussa). Economy Historically, these cities were centers of trade and commerce, connecting North Africa and West Africa (via the Saharan trade routes) with Europe. Ceuta was especially important as a trade center because of its location near the Strait of Gibraltar. Both served as entry and exit ports for people and goods going into and coming out of, Morocco. Today, both cities are part of the Spanish Eurozone and are primarily port cities with much business in fishing and tourism. Both are also part of a special low tax zone, meaning that the prices of goods are relatively cheap when compared to the rest of mainland Europe. They service many tourists and other travellers with daily ferry and air service to mainland Spain and are still points-of-entry for many people visiting North Africa. Culture Both Ceuta and Melilla carry with them the marks of western culture. Their official language is Spanish, although a large portion of their populations are native Moroccans who speak Arabic and Berber. Melilla proudly claims the second largest concentration of modernist architecture outside of Barcelona thanks to Enrique Nieto, a student of the architect, Antoni Gaudi, famous for the Sagrada Familia in Barcelona. Nieto lived and worked in Melilla as an architect in the early 20th century. Because of their close proximity to Morocco and connection to the African continent, many African migrants use Melilla and Ceuta (both legally and illegally) as starting points to get to mainland Europe. Many Moroccans also live in the cities or cross the border daily to work and shop. Future Political Status Morocco continues to claim possession of both enclaves of Melilla and Ceuta. Spain argues that its historical presence at these specific locations predates the existence of the modern country of Morocco and therefore refuses to turn over the cities. Although there is a strong Moroccan cultural presence in both, it appears as though they will remain officially in Spanish control in the foreseeable future.

Scripts Essay Example | Topics and Well Written Essays - 500 words

Scripts - Essay Example This unspoken knowledge is about the customer experience more than what he did. For example, when a customer gets served in a restaurant, his serving and his experience at the restaurant both count. Therefore, to model customer scripts in an efficient manner, the service providers usually have to design simulations to proceed. One helpful tool in this regard is the mental models that define how and to what extent a course of events are related to a specific service facility. The next step is to make a distinction between the real and probable consumers by looking at the differences between the scripts, and to make related service solutions. Effectively consistent services are then designed for every type of customer that he is also able to understand easily through scripts. This way, we can say that scripts are very advantageous when they are used to design tremendously standardized services (Fitzsimmons and Fitzsimmons). Once the service providers take hold of the customer script, t hey get facilitated in designing the service process enabling the customers to effortlessly steer through that service process along with giving them the idea how they can be a part of the service production. However, the designers need to create such a service design that easily incorporates the differences in customer scripts.

Describe and assess the listener's experience of two different Assignment

Describe and assess the listener's experience of two different composition or two performances of the same composition - Assignment Example How the melodic lines interweave in the songs differs too (Vazsonyi, 15). Another important aspect of the assessment is the melody; the melody range of the two songs can differ with the timbers, and the rhymes. This can also be noticed by the audiences. â€Å"Cups† two song versions differ in rhyme and timbers as well. The differences in the melody can be relatively minor, but play a role in the differences of the two songs. The parallel transpose and the simple transpose can be noted too in the two pieces when they are performed (Vazsonyi, 15). The mood in the song can be noticed by the audience, this depends also on alterations that are made on the two pieces when done. These alterations can be done in the melody that is in the rhymes or the timbers of the song â€Å"cups† the melody of the original can be intact compared to the song sung again. Harmony can also affect the differences monitored by the audiences in the tone and notes. Another aspectual difference that can be noticed by the audience is the randomness, stochastic and chance. Randomness can be different based on how the singer wants it to appear. The first instance can be unintentional randomness, which can contribute to bad music this can be due to the guitarist or any other person adding extra notes to the music the second instance is the intended randomness, this can be done to improve the quality of the music by the singer. The intention is to introduce random variations that make the singing particular by varying the music content this can also be noticed in the two â€Å"Cups† pieces. The elements of randomness can be based on chance; this is brought out by the singer waiting for the opportune moment to begin another melodic line or the moment that the drum mist plays an extra note. Stochastic composition is noted in the cups song`s beats, which are very randomly thought and extraordinarily done. This brings out the element of the musics beauty in random thoughts that the composer uses