Catcher In The Rye - The Conte :: essays research papers

J.D. Salinger is considered one of the most critically reviewed author in modern literature. In particular his only novel Catcher in the Rye has received the most criticism. The book has been constantly debate and sometimes banned in some states because of its vulgar language and sexual content. On the other hand it is used in freshmen English and praised as the greatest book in the twentieth century. Catcher in the Rye has been reviewed in many aspects. People had drawn many conclusions in trying to decipher the meaning of Catcher in the Rye and the mind behind the mysterious Salinger. Buddhism is one apparent aspect in this book and it is also apparent in Salinger’s life. Does Salinger exhibit Buddhism on different levels in Catcher in the Rye? The main character in the book is Holden Caulfield. He attends a rich prep school called Prency prep. It is a school that typifies the idealistic American school, where the dirt and grind does not have a space, at least not on the surface. Holden is then expelled from the school, and starts to venture out the world on his own. He goes back down to New York, the dirt and grind capital of the world. He gets more and more sickened by the fakeness, and cruelty of the world. An example of this would be in the Catcher in the Rye, when he goes in to the museum â€Å"he notices an obscenity written with a child’s red crayon on the wall†(121 bloom). Holden says in the novel â€Å"That’s the whole trouble,† he realizes. â€Å"You can’t ever find a place that’s nice and peaceful, because there isn’t any. You may think there is, but once you get there, when you’re not looking, somebody’ll sneak up and write ‘Fuck you’ r ight under your nose†(264 Salinger). He throws up because of the whole idea and from that point he then begins to understands the real meaning of life and learns to accept life as life. Holden’s life is a mirror image of the life of Siddharta Gotama the price of Nepal in 563 B.C. The story of the Prince is the prince lived in his kingdom where he was shielded from suffering. He never saw the dead, the dying, the suffering, the hungry. He knew none such existed. Until one day he had ventured out of the kingdom and saw the things he had been shielded from.

Trip :: essays research papers

THE TRIP It all started when my friend and I were off-roading and one of us had a marvel idea†¦ â€Å"Wouldn’t this be fun to do in Colorado?† So it begins, I mention that I have a cousin that lives in Colorado, and that we could stay with him and his family. We planned the trip for August 10th. Turns out this will be the most liberating and most independent event in my life. Thursday, August 10th rolls around, we get and start loading the jeep, and hit the highway. Just knowing that we were on our own was such a big challenge for us, never in our lives have we gone on trip with out the financial support and guidance of our parents. As we approach the first big city Omaha, I have to guide him and tell him which exits to take and when we got out of there it was such an accomplishment. After Omaha we had to fill up the tank for the first time. Never in my life have I argued with my best friend about the stupidest thing. Who, is going to pay for the first gas fill-up? After about 10 minutes of arguing we finally decided to flip a coin to see who would pay. Turns out there are some rules about coin flipping that I didn’t know about. We just had a mutual agreement to alternate who pays for gas. That was only the first major delay in our trip. As we start on the long stretch of nothingness people refer to as the Nebraska highway, I realized that a box shaped automobile isn’t the most aerodynamic car in the world. Turn out this is going to be a 16-hour trip to Gunnison Colorado instead of a 14 hours. Just one more delay on our trip. Have you ever felt so overwhelmed, like the weight of the world is on your shoulders? That’s kind of how I felt, when trying to direct my friend through the city of Denver. It was one of the most challenging things to try and explain to someone else what I see on the map and how to get through the Mixmaster’s of Denver. We only ended up stopping and asking for directions about every other exit. Just one more small delay in our trip. As night falls the Rocky Mountains rise, right into our path and get to my cousin’s house we had to travel through Monarch Pass which is probably one of the hardest ones to drive due to the lack of lighting and curves.

Nick Carraway in Great Gatsby Essay -- essays research papers

NICK CARRAWAY has a special place in The Great Gatsby, by F. Scott Fitzgerald. He is not just one character among several; it is through his eyes and ears that the story takes place. In this novel, Nick goes to some length to establish his credibility, indeed his moral integrity, in telling this story about this "great" man called Gatsby. He begins with a reflection on his own upbringing, quoting his father's words about Nick's "advantages,† which we could assume were material but, he soon makes clear, were spiritual or moral advantages. Nick wants his reader to know that his upbringing gave him the moral fiber with which to withstand and pass judgment on an amoral world, such as the one he had observed the previous summer. He says, rather pompously, that as a consequence of such an upbringing, he is "inclined to reserve all judgments" about other people, but then goes on to say that such "tolerance . . . has a limit.† This is the first sign the narrator gives the reader to show he will give an even-handed insight to the story that is about to unfold. Later the reader learns he neither reserves all judgments nor does his tolerance reach its limit. Nick is very partial in his way of telling the story about several characters. He admits early into the story that he makes an exception of judging Gatsby, for whom he is prepared to suspend both the moral code of his upbringing and the limit of intolerance, because Gatsby had an "extraordinary gift for hope, a romantic readiness.† This inspired him to a level of friendship and loyalty that Nick seems unprepared to extend towards others in the novel. Nick overlooks the moral implications of Gatsby's bootlegging, his association with speakeasies, and with Meyer Wolfsheim, the man rumored to have fixed the World Series in 1919. Yet, he is contemptuous of Jordan Baker for cheating in a mere golf game. While he says that he is prepared to forgive this sort of behavior in a woman: "It made no difference to me. Dishonesty in a woman is a thing you never blame too deeply - I was casually sorry, and then I forgot," it seems that he cannot accept her for being "incurably dishonest" and then reflects that his one "cardinal virtue" is that he is "one of the few honest people" he has ever known. When it comes to judging women - or perhaps only pote... ...e said, even through his appalling sentimentality, I was reminded of something - an elusive rhythm, a fragment of lost words, that I had heard somewhere a long time ago . . ." These are Nick's words. Whose "appalling sentimentality" is operating here? Has Nick reported any of Gatsby's words - which comprise so little of the novel - to suggest that he would even begin to put his love for Daisy in these "sentimental" terms? Is not this excess of sentiment in fact Nick's sentiment for Gatsby or perhaps Nick's attempt at displaying those "rather literary" days he had in college? Or both? The reader should consider the distance that Fitzgerald has created between his presence in the story and Nick's and their implications. Fitzgerald has created a most interesting character in Nick because he is very much a fallible storyteller. When an author unsettles an accepted convention in the art of storytelling by creating a narrator like Nick, it draws attention to the story as fiction, as artifice. Ironically, in doing this, he has created in Nick a figure who more closely resembles an average human being and thus has heightened the realism of the novel

The bauhaus related to 2014 fashion

The Aesthetic Of Bauhaus and Current Trends Following WWW, as much of Germany lay in despair, Bauhaus thrived as a revolutionary, inspired and unique School breaking down the perceived class barriers between craftsmen and fine artists. Founded in 1919 by Architect Walter Groping, Bauhaus modernized the Art Industry and Education, influencing all aspects of design today. As fashion, like art, progresses in cycles, inspiring and influencing each other through the creation of their designs, it would have been an ideal for Bauhaus and its collective education.The communal teaching of design basics to all iris year students meant all disciplines adopted a visionary approach to composition integrating simplicity, functionality and bare boned structure. The Wassail Chair is an iconic example of Bauhaus aesthetic, completely reducing the classic club chair to its fundamental form whilst retaining comfort and style. Inspired by the tubular steel framing of his bicycle, Marcel Brewer created t he Wassail chair to be seamless. Engaged with the transparency of the form†, Brewer created a mere structural outline of what then was considered the standard, contributing immensely to the Bauhaus aesthetic we know today. In Fashion we see the same structural aesthetic in pieces like La File Do's â€Å"One† Bra. The singular steel underline sculpts the body leaving only the bare necessities of the common bra, focusing on its foundation. Using minimal detailing in the cups, opting for a soft mesh, the bra focuses on the structure; the nowhere and straps.Both Brewer and La File DO keep color to the minimum, using black or plain monochromatic schemes to further accentuate the framework of the designs. Rejecting the bourgeois detail plastering Germany at the time, Bauhaus students instead took the opposite direction. By completely striping back all decoration, even reducing color back to primary's and shades, they created a new take on architecture. Using geometric blocks and unconventional materials they constructed simple yet intriguing designs. The same can be said for modern fashion.Structured outfits in block colors are always popular as they provide a sleek and sophisticated look, such as with 3. 1 Phillip Limb's SIS 14 collection. As Bauhaus students used geometric boxes to create interesting shapes for buildings, Limit does the same for women. The square boxed white Jacket although seemingly plain creates an incredibly smooth and angular silhouette, the oversized structure building off her body emulating perfectly the white cubic buildings most associated with the Bauhaus aesthetic.During the first year of Bauhaus education, Color Theory was intensely studied. Josef Teen, teacher of said subject and inventor of the 12-hue color wheel believed â€Å"Color is life; for a world without color appears to us as dead. Colors are primordial ideas, the children of light. † The psychology and audience perception of color developed at Bauhaus is still an extremely relevant source to all designers today, helping designers portray different emotion through color and hue. Whilst at Bauhaus, Teen developed a series of seven methodologies for coordinating color using hue.One methodology in particular, saturation, was adopted into some of the most famous artworks to come out of Bauhaus such as Josef Albert â€Å"Homage to the Square† in which Albert created the exact same square filled with consistently smaller squares and changed the feeling of each art work using only hue and saturation of the color. This saturation is best shown in an exercise from Paul Kale's lour class depicting the different shades of red moving down the scale. In Channel's SIS 14 collection we also see the emotional effect of saturating colors.On the pure white canvas of flowing capes and summer dresses Karl Loggerhead paints graduating swatches, each color swiftly moving from dark to barely there light, while the dress graduates from dark forest gr eens to soft pastels. Paintbrushes and pallets adorn the models hands as they walk and the youth and creativity of the collection shines through instantly. Bauhaus considered typography to be another kind of building, literally studying the Truckee of letters and characters, the flexibility each character held and the visual effect they had on the audience.The Bauhaus font otherwise known as the â€Å"Universal† font was a meticulously sculpted style that was simple, clean and modern. The rise of typography heralded the rise of graphic advertising, a strategy that would quickly be picked up by most if not all design disciplines, none so ferociously as fashion. Designer brands like Louis Button and Channel are not only instantly recognizable but intrinsically valuable for bearing their particular typeface as part of their branding. In fashion, Typography is used as a hook for customer engagement, often aimed at teenage girls.Typography is the quickest way to get your demograph ic to relate to your brand. Although not considered a typically high-class trait in fashion, brands like Mission, DENY and Jeremy Scott have taken up the typography trend successfully with their graphic fonts plastered over Jumpers, dresses and anything you can print on. Although nearly one century old, Bauhaus continues to influence many aspects of design. The flesh and bone structure, simplicity of design and geometric blocked out hopes are all still extremely relevant in the fashion and art of today.

Motivation Essay

INTRODUCTION Motivation is the process of initiating and directing behaviour based on the persistence of effort to satisfy an individual goal or need (Petri, 1991; Robbins et al, 2000 and Robbins et al, 2001). There are two approaches to understanding motivation, each of which has theories expanding to support the nature of motivation. Content theories focuses on what motivates an individual. In contrast to process theories of motivation which focus on how individual behaviour is motivated. This essay will focus on motivation in an educational context and the importance to provide opportunities and motivation for students.The purpose of this essay is to present a theoretical overview of the key differences between content theories and process theories of motivation. Then a programme developed from a theory to be applied to an undergraduate business course at Monash University. The motivational programme will focus on improving the assessment technique used by lecturers and tutors (â €Å"teachers†) that will motivate and improve undergraduate students learning ability. The aim will be to encourage students to gain a better understanding of the core concepts of business.Assessment in universities needs to be reshaped in order to motivate students. CONTENT THEORIES OF MOTIVATION Content theories are also referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct behaviour to respond to specific goals. Many early theories from the 1950? s, include Maslow’s hierarchy of needs, McGregor’s Theory X and Theory Y and Herzberg’s motivation-hygiene theory, established core concepts which have helped explain motivation especially in an organisational setting.McClelland’s three needs theory is a more contemporary view on the content theory approach to motivation that focuses on three important needs in work situations. Each theory identifies individual needs in order to understand b ehaviour. The main factors that underlie this approach is the need to understand that individuals have different needs, and what can be offered in response to these different needs as well as the importance on the external working environment to give individuals the opportunity to satisfy their needs (Robbins et al, 2000, p558).An example of a content theory of motivation is Douglas McGregor theory of the A? A ±A? A µeconomic manA? A ±A? A ¶. He proposed 2 contrasting views of human nature. McGregor’s Theory X and Theory Y suggested one negative (Theory X) and one positive (Theory Y) view on human beings. He â€Å"concluded that a manager’s view of the nature of human beings is based on a certain grouping of assumptions and that he or she tends to mould his or her behaviour towards employees according to these assumptions† (Robbins et al, 2001, p199).The negative assumptions were labeled â€Å"Theory X†, which held four dominant assumptions of wor kers. Workers dislike work and go to great strengths to avoid it. Based on this it is believed that workers need to be punished with tight control systems in order for them to achieve goals. In addition, workers lack responsibility, thus need formal directions from superiors to perform. Such Theory X workers are predominately motivated by lower-order needs according to Maslow’s hierarchy for example they need security.In contrast, â€Å"Theory Y† assumes higher order needs dominate individuals. Thus, Theory Y workers enjoy responsibility where they can exhibit self-direction and self-control. Therefore, in order to motivate workers, mangers need to provide a working environment that provides challenging jobs and minimal formalisation. Applying this to an educational context, it can be assumed that teachers can either have a Theory X or a Theory Y view of students. That is, teachers can view students as A? A ±A?A ·lazy or un-cooperative† (Theory X) OR as †Å"being clever and work hard† (Theory Y). Teachers that adapt a Theory Y approach, are more likely to be attuned to students’ needs, actively participate with students to increase student skill-development and learning (OECD, 2000). It is important for teachers to become more student-centered. Therefore assessment must â€Å"focus more on student learning outcomes and students’ attitudes about what they are learning and their role in the teaching and learning process† (Carey, Wallace and Carey, 2001).This can be better understood by considering process theories of motivation. Process theories of motivation set out to explain how people choose a course of action they will pursue, not solely on individual needs like content theories. PROCESS THEORIES OF MOTIVATION Despite the fact that content theories of motivation have helped many organisations understand employee motivation, many of their concepts alone do not provide a comprehensive understanding of moti vation. Therefore, the introduction of another approach to understanding motivation was brought about.Process theories of motivation attempt to explain the process of arousing behaviour, sustaining and regulating the pattern of behaviour (Ames and Ames, 1989). Theories include goal setting, reinforcement, equity and expectancy theory. â€Å"These theories attempt to explain why people choose to behave in a certain way and the reasons they react as they do† (Robbins et al, 2000, p558). In contrast to content theories of motivation, which looked at what initiates behaviour to satisfy a need, this approach broadens the perspective of motivation. It looks at the underlying reasoning that influence individuals to behave and respond in a certain way.Therefore, motivating students by either punishing them to perform or encouraging self-direction, the goal setting theory, identifies underlying factors that achieve a given behaviour, which is the key to understanding the process appro ach to motivation. Goal setting theory states that â€Å"specific and difficult goals, with goal feedback, lead to higher performance† (Robbins et al, 2001, p770). That is, work motivation can be increased with goal specific directed behaviour. It also proposes that difficult goals, provided that the individual has accepted them, lead to higher performance than general goals.However, feedback is essential in the achievement of specific and difficult goals â€Å"because feedback helps identify discrepancies between what they have done and what they want to do† (Robbins et al, 2000, p559). In order to gain the performance benefits of specific goals, feedback helps shape the individuals behaviour. Better still, self-generated feedback is a greater motivator as it allows the individual to monitor their progress. Robbins et al (2000) suggested that goal setting theory is best suited to cultures were there is a moderate power distance, low in uncertainty avoidance and high i n quantity of life like Australia and New Zealand.These ensure a reasonable level of independence amongst individuals and those individuals will not be threatened to take on difficult goals. Also the importance of performance is shared by all. In goal setting theory, â€Å"the characteristics of a goal and attitudes towards it are thought to be influenced by incentives, self-perceptions and the manner in which the goals are set† (Brotherton, 1999, p36). Therefore, in an educational context the teacher and student need to work together to determine behavioural strategies that will lead to performance.End-of course evaluations conducted by Monash University A? A ±A? A ·elicit students’ attitudes about instructors and the role that they play in the teaching/learning process† (Carey, Wallace and Carey, 2001). Such instruments assess students’ motivation for learning and allow for continuous course and program improvement. MOTIVATIONAL PROGRAMME Feedback fr om end-of course evaluations â€Å"usually prompts an ongoing adaptation of a course to the emerging learning needs of its students† (Panasuk and Leabaron, 1999).It was found that â€Å"students consistently expressed views that new assessment motivated them to work in different ways† (Sambell and McDowell, 1998). The aim in developing motivational programme for undergraduate students will focus on assessment reform applying the goal setting theory. This proposition will encourage students to target specific goals, in hope that it will result in higher performance. The programme will involve students in their evaluation process in order to motivate them to actively participate in their skill-development and improve learning. Every act of assessment gives a message to students about what they should be learning and how they should go about it† (Sambell and McDowell, 1998). The programme will suggest that goals based evaluation criteria will improve studentsâ€℠¢ motivation in turn achieving a greater level of performance. The programme will focus on behaviour related to undergraduate business students at Monash University. It will include a check mark grading system that will be designed around behavioural objectives. The check-mark systems sets a specific standard for document quality, and instructors give a paper a â€Å"check mark† when it meets the standard† (Sorenson, Savage and Hartman, 1993). Students are required to set their own achievement goals, in terms of grades based on their overall subject result. That way they can evaluate their progress toward their goals on their own with each assignment mark. â€Å"This necessitates defining goals for oneself, using self-directed strategies to accomplish these goals, and assessing progress† (Larsen and Thisted, 1999).The programme will involve behavioural objective questionnaires that will identify what the students want to achieve at Monash. This will include long- term goals (degree completion) as well as short-term goals (average subject result e. g. distinction, right down to improving structure of writing). â€Å"Defining tasks in terms of short-term goals can help students to associate effort with success, but of course long-term goals are also needed if students are to become lifelong â€Å"learners† (OECD, 2000, p. 31). It will also involve social objectives (develop a good rapport with teachers). Using behavioural objectives may help students organize and structure† their learning and â€Å"may produce positive attitudes toward learning† (Sorenson, Savage and Hartman, 1993). Also, they outline behavioural objectives of each student, which are associated with goal difficulty. In addition, a student performance evaluation form is to be handed in with each assignment, outlining specific goals that the essay is to achieve. For example, good use of relevant and current references, each paragraph systematically links one to the other etc.Also the overall mark the student expects on the assignment based on their effort. From this teachers are to use the check mark system and self-evaluation system to grade the work. It is very important to give feedback, especially in relation to student evaluation forms outlining their objectives. Limited feedback such as â€Å"meaning well done or â€Å"meaning re-consider, needs to be more specific. Effective feedback should provide shorthand comments, throughout the paper and on the marking sheet, clearly clarifying any issues. Such feedback is called evaluative feedback. Evaluative feedback helps the individual understand the performance information by comparing it to standards or to the individual’s own past performance† (Larsen and Thisted, 1999). In addition, it is important to direct them where possible to achieve a higher mark, therefore feedback needs to be constructive. â€Å"Constructive feedback is task-specific and focuses attention on the task† (Larsen and Thisted, 1999). By focusing on the task and â€Å"providing target objectives results in the achievement of more objectives† (Sambell and McDowell, 1998).When students use the check-mark system, they can identify what they must do to achieve higher marks. Obviously, the goal difficulty set by students varies among the constraints of his/her ability. In this programme, it is important to provide specific feedback and include student participation in selecting objectives. In light of this, between the behavioural objectives system, grading method and student outcomes, students should actually be motivated to increase performance under these systems. CONCLUSIONThe theoretical issues proposed in motivational theories such as the economic man developed by McGregor and the benefits of setting specific and difficult goals are important. The distinction on how they motivate an individual is a major influence on behaviour. Applying motivational theory to a n educational context we draw our attention toward skill development, satisfaction and achievement. In developing a motivational programme, the focus was on assessment reform focusing on undergraduate business students at Monash University. Teachers and students need to work together in assessing ones performance.It is believed that â€Å"individuals are mutually motivated to learn when they do not have to fear failure, when they perceive what they are learning as being personally meaningful and relevant and when they are in respectful and supportive relationships with teachers† (OECD, 2000, p29). Therefore, by using a goal setting approach to motivate students, student participation in selection of objectives in as â€Å"research on the motivational value of goals, both the check-mark and behavioural/performance objective systems seem to motivate students to improve performance† (Sorenson, Savage and Hartman, 1993).However, with today’s rapid change and emergen ce of new knowledge and theory, universities will have more concepts on which to build and develop on â€Å"motivating the school’s participants so as to obtain the best possible educational results† (Panasuk and Lebaron, 1999). http://www. writing-expert. com/blog/sample-essays/essay-on-motivation. html

Gendering World Politics Essay

Gender analysis of international relations can no longer be considered new. Both in history and political science, scholars of women and gender and foreign relations have carved out what is now robust subfields. In Gender in World Politics, Tickner’s first chapter explores the encounter between feminism and international relations sub-field of political science. She first establishes the debates within each. Feminism has been the subject of a debate between liberal feminism and its rivals, while IR has seen three: science realism versus idealism, realism vs. social. It is in the context of this policy, â€Å"third debate† means the meeting Tickner feminism and infrared. More specifically, feminism is expanding IR agenda on several fronts, including normative theory, historical sociology, critical theory and postmodernism. In this context, Tickner investigates â€Å"Gender Dimensions of War and Peace and Security† in Chapter Two. In the 1990s, feminists began to question â€Å"realistic† outlook on security, most of which have had a top-down, state-centered, the structural approach. Feminists , however, mostly come from the bottom up, starting at the micro level. For example, feminists attacked the premise that wars have been fought to protect women and children, in fact, in his opinion, to the extent that wars tend to generate massive refugee crisis, violations and rampant prostitution, are disproportionately women wild. In Chapter Three, Tickner moves on to the global economy. Here, feminists have joined the debate on globalization, especially questioned the boosterism often seen in the industrialized West. For example, they use gender analysis to reveal the unpleasant realities of home-based labor in the developing world. What multinational corporate managers would call â€Å"flexibility† and â€Å"cost containment,† the overwhelmingly-female workers would see as lower-paying, less-sta ble, and less-regulated labor. Gender perspectives on democratization, state and world order are the focus of chapter four. In contrast to conventional IR, ignorant of democratization, and more recently â€Å"democratic† peace theories, feminism IR-examining the micro level, where democratic transitions can exclude women or even leave them materially worse. Tickner then looks at women and international organizations (both the United Nations and non-governmental organizations) and norms (such as human rights). In the fifth and final chapter, Tickner suggests â€Å"Some Pathways for IR Feminist Futures.† Clearing these routes involves â€Å"knowledge traditions† that, for example, challenge prevailing gender laden dichotomies such as rational / emotional, public / private and global / local. It also includes new methodologies for IR, such as ethnography and discourse analysis. In the end, Tickner IR urges feminists to remain connected to the broader discipline even when they question their basic assumptions. Tickner synthesizes a wide range of recent literature and thus provides us with a solid understanding of the subject. His is not the only introduction to feminist IR but is a very good. Tickner is careful not to claim too much for feminist IR or fire other approaches. It also takes little for granted, holding such basic terms as â€Å"globalization† and even â€Å"gender† to scrutiny. And finally, this is a nuanced work. Tickner presents fairly represents and disagreements among feminists as well as the geographic and methodological. Similarly, captures the dilemmas facing IR feminists. For example, feminists must work within existing state structures or face them from the outside? If based on the state of progress or in the market. If the book has a weakness, it is one of style. . The writing, moreover, is better and more accessible than in many other political science texts. However, I often find difficult to tackle prose. In part, this is a matter of style, writing Tickner most lack color and verve, interesting anecdote or a vivid illustration. And partly it’s a matter of using the political scientist. â€Å"This language is understood by those inside†, as she says Tickner in another context, â€Å"but can seem quite bewildering, and sometimes even alienating to those outside, making communication very difficult transdisciplinary. Again, the language is typical of the field and could be much worse, but the repeated occurrence of terms such as â€Å"epistemological†, â€Å"postpositivist†, â€Å"problematize† and â€Å"privilege†, as verb , tends to swell the sentences and make the book seem longer than it is. In the end, however, a minor weakness, and definitely should not be allowed to deter non-specialists. In addition to the contribution of the book itself feminist IR, this is one of its great virtues brings relevant trends in political science historians who study women and gender and foreign relations. For many historians have discovered that, in the words of Cynthia Enloe fine, â€Å"the personal is international â€Å". This discovery is facilitated and enriched as Tickner helps us to cross the disciplinary divide. J. Ann Tickner, Gender in International Relations: Feminist Perspectives on Achieving Global Security (New York: Columbia University Press, 1992). Cynthia Enloe, Bananas Beaches and Bases: Making Feminist Sense of International Politics (Berkeley and London: University of California Press, 1990) Jan Jindy Pettman, Worlding Women: A Feminist International Politics (London and New York: Routledge, 1996)

Toothpaste Out of Baking Soda

Chapter I The Problem and its Background Introduction Many people nowadays are urged to be aggressive, to get ahead of the rest and to be number one. We are pulled by media toward self-centered pleasures. So many commercials show us a lifestyle of pleasure and according to them can makes us happy. We are most of the time driven by their promises of making us comfortable and beautiful. The products they are advertising may have bad effects on our health that they may not spill out to us for the reason that their products may not be sold. These products may contain harmful ingredients and chemicals that may lead to diseases and abnormalities in our bodies. An example is the commercial toothpaste. Commercial toothpastes are full of chemicals and some of the ones that you see on your shelves have been shown to contain harmful ingredients. Research has proven that sodium lauryl sulfate or (SLS) found in most toothpastes have a tendency to dry out the lining of your mouth and gums. This can cause gum damage and sores in the mouth because of the acidity in foods and drinks that the lining would normally protect against. Statement of the Problem The study aims to discover the advantages of making your own lemon-flavored toothpaste out of baking soda instead of buying from the market. The study seeks to answer the following questions: 1. What are the advantages that we can get from making toothpaste out of baking soda? 2. What are the effects of making your own toothpaste to those who will be using it? 3. What ingredients or materials help whiten and polish teeth? 4. What are the other possible flavors that can be added to the toothpaste aside from lemon zest? Scope and Limitation The study focuses on the advantages of making your own toothpaste out of baking soda. It is confined on what are the benefits the user can get from making their own toothpaste and how it will affect their teeth health. It does not include the research on the other ways of making your own toothpaste aside from baking soda. Significance of the Study This study will benefit the following: The ordinary people. For them to be informed of the effects of using comm ercial toothpastes. The parents. For them to save money in times they become short and to be sure of the ingredients that go in to their toothpaste. The teenagers. For them to develop their creativity in making their own toothpaste and for them to know what materials actually help the teeth become healthy. Definition of Terms Toothpaste is a substance for cleaning the teeth in the form of paste. Baking soda or bicarbonate of soda, is a leavening agent used in baked goods like cookies or quick breads. Lemon zest are  tiny bits of lemon peel Glycerin is a clear, colorless, syrupy  liquid  that occurs extensively in nature and is naturally found in the  cells of  plants,  animals and humans. Hydrogen peroxide is a colorless, heavy, strongly oxidizing liquid, H2O2, capable of reacting explosively with combustibles and used principally in aqueous solution as a mild antiseptic, a bleaching agent, an oxidizing agent, and a laboratory reagent. Chapter IV Summary, Findings, Conclusions and Recommendation Summary The study aims to discover the advantages of making your own lemon-flavored toothpaste out of baking soda instead of buying from the market. Toothpaste  is a paste or  gel  dentifrice  used with a  toothbrush  as an accessory to clean and maintain the aesthetics and health of  teeth. Most of the commercial toothpastes that can be bought from the market contain harmful ingredients. This can be avoided by making your own toothpaste. To make your own lemon-flavored toothpaste, we will just mix everything up. To make the lemon zest, you will just grate the peel of a lemon by rubbing the lemon on the grater. In adding up the lemon zest, you can experiment on it. It’s the part where you can have fun. We observed that our final product, the lemon flavored toothpaste out of baking soda, became color yellow. After we have tried it, we felt freshness in our teeth. Also, based on our research, baking soda does really help whiten teeth and in fact, it is an element of most toothpaste and have been approved by the American Dental Association to be a component of most toothpaste. Findings The advantages that we can get from making toothpaste out of baking soda are that, you can know that you are using an all-natural product. These are a more natural alternative and they do a wonderful job at cleaning the m outh. Making your own toothpaste will help you save money and you will have the benefit of knowing the exact ingredients that go into your own toothpaste. Your toothpaste will not have any artificial ingredients that color it and flavor it. You will be able to avoid sweeteners, artificial ingredients and preservatives simply by making your own toothpaste. The people who would be using their homemade toothpaste will have a chance to show their creativity and personalize their toothpaste. They would be able to know the ingredients that are needed to help whiten teeth. Baking soda and hydrogen peroxide are the ingredients or materials which help whiten and polish teeth. Baking soda has a natural cleansing ability and can even be found in some commercial toothpaste. It's non-toxic and will help polish your teeth. Hydrogen peroxide naturally disinfects your mouth and will also help whiten your teeth. Aside from lemon-flavored toothpaste, you can also have any other fruit flavor you may like for your toothpaste. You can also have mint-flavored toothpaste by adding peppermint oil or cinnamon. Conclusion As we are making this project we can conclude that making your own toothpaste have a variety of advantages to the person using it. The user will have the experience of having fun experimenting what is the best flavor for a toothpaste. Though the taste may not be that desirable, but it do a brilliant job of cleaning and whitening your teeth. We can also conclude that making your own to othpaste can help avoid the harmful ingredients being added to commercial toothpaste. The person who will be using it will be developing a sense of awareness of how baking soda and hydrogen peroxide do such a wonderful job at whitening teeth and polishing teeth. They will also be able to save money and at the same time have fun experimenting. Recommendation We recommend you to try and make your own toothpaste whenever you run out of it. You can try making other flavors of toothpaste and personalize it. With the many advantages of making your own toothpaste, you will surely benefit from it. We also recommend that you encourage others to make their own toothpaste and have fun experimenting different flavors for their toothpaste. They may even discover many combinations of flavors that they will be energized to brush their teeth!