Friday, May 22, 2020
The history of soft drinks can be traced back to the mineral water found in natural springs. Bathing in natural spring water has long been considered a healthy activity, and mineral water was said to have curative powers. Scientists soon discovered that a gas, carbon dioxide, was behind the bubbles in natural mineral water, formed when water dissolves limestone. The first marketed soft drinks (non-carbonated) appeared in the 17th century. They were made from water and lemon juice sweetened with honey. In 1676, the Compagnie de Limonadiers of Paris, France, was granted a monopoly for the sale of lemonade soft drinks. Vendors carried tanks of lemonade on their backs and dispensed cups of the soft drink to thirsty Parisians. Early Inventors In 1767, the first drinkable man-made carbonated water was created by Englishman Joseph Priestley. Three years later, Swedish chemist Torbern Bergman invented a generating apparatus that made carbonated water from chalk using sulfuric acid. Bergmans apparatus allowed imitation mineral water to be produced in large amounts. In 1810, the first United States patent was issued for the means of mass manufacture of imitation mineral waters to Simons and Rundell of Charleston, South Carolina. Carbonated beverages, however, did not achieve great popularity in America until 1832, when John Mathews invented his own apparatus for making carbonated water and mass-manufactured the apparatus for sale to soda fountain owners. Health Properties Drinking either natural or artificial mineral water was considered a healthy practice. American pharmacists selling mineral waters began to add medicinal and flavorful herbs to unflavored mineral water using birch bark, dandelion, sarsaparilla, and fruit extracts. Some historians consider that the first flavored carbonated soft drink was made in 1807 by Dr. Philip Syng Physick of Philadelphia, Pennsylvania. Early American pharmacies with soda fountains became a popular part of culture. Customers soon wanted to take their health drinks home with them, and a soft drink bottling industry grew from consumer demand. Bottling Industry Over 1,500 U.S. patents were filed either for corks, caps, or lids for carbonated drink bottle tops during the early days of the bottling industry. Carbonated drink bottles are under a lot of pressure from the gas, so inventors sought the best way to prevent the bubbles from escaping. In 1892, the Crown Cork Bottle Seal was patented by William Painter, a Baltimore machine shop operator. It was the first successful method of keeping the bubbles in the bottle. Automatic Production of Glass Bottles In 1899, the first patent was issued for a glass-blowing machine for the automatic production of glass bottles. Earlier bottles had been hand-blown. Four years later, the new bottle-blowing machine was in operation, first by the inventor, Michael Owens, an employee of Libby Glass Co. Within a few years, glass bottle production increased from 1,500 to 57,000 bottles a day. Hom-Paks and Vending Machines During the 1920s, the first Hom-Paks were invented. Hom-Paks are the now-familiar six-pack beverage-carrying cartons made from cardboard. Automatic vending machines also began to appear in the 1920s. The soft drink had become an American mainstay. Other Facts Here are some additional facts about soft drinks and the industry behind them: Soft drinks are called Ã¢â¬Å"softÃ¢â¬ because they donÃ¢â¬â¢t contain alcohol.Soft drinks are called by many other names. The most popular are soda, pop, coke, soda pop, fizzy drinks, and carbonated beverage.Over 34 billion gallons of soft drinks are sold in over 200 countries each year.The most popular early soda drinks that were invented before end of 19th century are ginger ale, Ice cream soda, root beer, Dr Pepper, Coca-Cola and Pepsi-Cola.The United States represents 25% of global soft drink market.Sugar-sweetened soft drinks are associated with dental caries, obesity, and type 2 diabetes. Source The History of Soft Drinks and Carbonated Beverages.
Friday, May 8, 2020
Some of the important values identified in statements and artifacts of the organization are: respect, accountability, justice, integrity, altruism, compassion, social responsibility, honesty, courage, collaboration, competence, professional behavior, confidentiality, excellence, community building, rituals, and legacy. These values are expressed in agencyÃ¢â¬â¢s statements and various artifacts. The Vision statement Ã¢â¬Å"All Children Deserve the BestÃ¢â¬ acknowledges social responsibility and excellence. The Mission statement states, Partnering with parents and community, we provide a strong educational foundation to prepare children for future success expresses collaboration and social responsibility. AgencyÃ¢â¬â¢s Parent Handbook has all the relevant information for parents to get familiar with the rules, procedures, expectations, and recourses thus articulating accountability as the main value. Classroom Manual assists staff working with children and families, understand the requirements to work with children, families, and staff, thus expressing competency and accountability. Personal Policies discuss values such as fairness, integrity, professional development, staffs benefits, staff hiring process. Code of Professional Conduct requires professional behavior that meets the standards aligned with the NAEYC professional code. The values expressed are respect, honesty, accountability, concern for others, and courage. Confidentiality statement discusses privacy of clients and staff to beShow MoreRelatedPersonal Statement On Social Responsibility885 Words Ã |Ã 4 Pages Scrip Assessment Rhonda Allen L24906389 Professor Lunde Social Responsibility It is our responsibility as educators to teach our students how to be socially responsible adults. 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Wednesday, May 6, 2020
The Destructor and the Lord of the Flies Being a successful leader doesnÃ¢â¬â¢t mean that you have to be aggressive and to use the power of authority. Both, in the destructor story and Lord of the Flies novel we could find some similarities in the way how the young children managed to be leaders and to achieve what they wanted. In the Lord of the Flies we can find two characters of two young children that used to be leader. We will write a custom essay sample on The Destructors and Lord of the Flies or any similar topic only for you Order Now In one side we had Ralph whose aim was how to escape from the island and in the other side we had Jack whose grief was how to secure food. Ralph was very calm and well educated boy but he had one problem hat he couldnÃ¢â¬â¢t managed to have under control Jack. This might be because of lack of knowledge since he was too young. Ralph ideas of taking care about the fire was brilliant, this is because if we have a list of equipmentÃ¢â¬â¢s that we need to survive in such places in the first place should be a mirror or light that would reflect the light , so that would be a chance for them to be identified from a long distance. Jack character was too aggressive and he wanted to be a leader and to take things under control, but the problem was that he didnÃ¢â¬â¢t see any long term solution besides securing food. He was not cooperative with the others and wanted to control situation using his power which in most of cases doesnÃ¢â¬â¢t work and this was shown as well since he started to get control in his tribe, some of them lost their lives. In the end of the film we can conclude that Ralph idea that he gave when he took leadership was realized. Soldiers wouldnÃ¢â¬â¢t saw them, if there were not any fire on the field. In the Destructor story we can find some other characters of young children. In one side we had Blackleg who was appointed as a leader of a gang with voting but since he didnÃ¢â¬â¢t have any new ideas he didnÃ¢â¬â¢t manage to keep the leadership. When T comes and he gave his idea he immediately keep leading and he achieved to realize his goal by managing the team by delegating duties to each of them in order to make them all involved. Finally we could say that having a good ideas and being creative and being able to manage and implement in proper way this is how usually works in many cases but you need to have an experience and to be able to keep things under control. In Jacks case he proved that being a leader and using authority and power doesnÃ¢â¬â¢t really work and possibilities to fail are more than to win. Shaped. The Destructor and Lord of the Flies By Shipped How to cite The Destructors and Lord of the Flies, Papers
Tuesday, April 28, 2020
William Shakespeare William Shakespeare William Shakespeare was born in the Hole Trinity Church in Stratford-upon-Avon in Warwickshire on April 23, 1564. He was the first son and third child of John Shakespeare, a leather tanner and a maker of gloves, and Mary Arden Shakespeare. William's parents were married around 1558 and had a total of eight children, three of which died in childhood. William's family had been living in the area of Warwickshire for many years and was respected. William's father was at one time prosperous and elected to municipal offices. He was a member of the Stratford council in 1557 and appointed mayor in 1568. John was not without fault, though, and four times from 1570 to 1572 he faced prosecution for money lending and illegally buying wool. He fell into hard times financially and stopped buying property, went into dept, and even mortgaged part of his wife's inheritance. Despite financial difficulties in the family, the boy William's education was not neglected, and he went to the local school in Stratford. Some scholars questions whether a single could have written all the great literature attributes to Shakespeare, citing his schooling as proof that he was poorly educated, but their assumption is probable false. ( ) The teachers in school the William had attended had degrees from Oxford, and the education that the boy received was likely very good. Exactly what young William did after his years of schooling is not really clear, but we do know that during the winter of 1582, at the age of 18, he married Anne Hathaway, the eldest daughter of Richard Hathaway. She was 26, much older than her teenage husband, and pregnant by him. BURNS2 The church announcement of the marriage was waived on November 28, 1582 and less than six months later their first child, Susanna, was baptized in Stratford church on May 26, 1583. Early in 1585, Anne gave birth to twins: Hament, their only son (who died young), and Judith, their second daughter. With a wife and three kids to maintain, and still dependent on his father one of the London acting companies that had been touring in Stratford. Shakespeare moved to London in 1585, where he was very successful. He was an actor and a writer and even owned his own playhouse. He was very respected man there. He was the first playwright to have his formal biography written and published with his works. By 1592 William was firmly established in the big city of London. He was all ready the author of ten plays and successful enough to inspire jealous and be called ?an upstart crow? by a fellow dramatist, Robert Greene. ( ) Between 1592-1594 all the theatres were closed by an outbreak of the plague. So during this time Shakespeare turned to poetry, writing sonnets and two long narrative poems: Venus and Adonis and The Rape of Lucrece. When the theatres reopened in 1594, Shakespeare joined the newly - formed Lord Chamberlain's Men, and was entitled to a share of the profits. We was an acting troupe under the patronage of QueenElizabeth
Thursday, March 19, 2020
Problem-set Essays - Mathematical Finance, Actuarial Science 1. Three teachers have different accounts in the same bank. Use the information given below about each teacher to find the missing variable. Mr. Draft: Invested $450 in savings plan A with annual interest rate 11.4%. After time, he ended up with a total of $629.55 in her account. How long did he invest? Mr. Callahan: Invested in savings plan B and earned $25.26 in interest on her investment of $867.26. He started his investment in January and ended it in June. What was his interest rate? Fr. Moeller: Invested in savings plan C with an annual interest rate of 12%. After two years she earned $124.50 in interest. How much did she invest? Answer the question asked for each teacher. 2. On a credit card you charge $200 with an annual interest rate of 15%. Find the amount of interest that you owe if it takes you the following times to pay the credit card. 6 months: 1 year: 2 years: 5 years: 10 years: 20 years: What happens as you take longer and longer to pay off your bill? 3. Accumulate P20,500 for 110 days at 11.5% simple interest 4. What is the principal invested at 8.125% simple interest on May 21, 2007 that will amount to 14,615 on November 18, 2007? 5. Accumulate P15,800 for 4 years and 9 months at 6.875% simple discount. 6. Discount P16, 400 for 5 years and 3 months at 9.875% simple discount. 7. If 25,000 accumulates to 26,700 in 2.5 years, find the (a) interest rate (b) discount rate A 4 month note dated July 4, 2004 with face value of P25,000 bears interest at 13.6%. The note is discounted on September 13, 2004 at a bank whose discount rate is 12.375%. Find the proceeds. 8. How long will it take P4,500 to amount to P6,100; if interest rate is compounded quarterly. 9. How long will it take for P7,350 to amount to P18,500, if invested at 8% compounded monthly? 10. If P3,050 accumulates to P8,660 in 5 years. What is the interest rate compounded monthly? 11. Find the rate compounded quarterly if P745 accumulates P786 in 3 years and 9 months. 12. What nominal rate compounded monthly, will yeild the effective rate 4%? 13. If interest is compounded quarterly find the nominal rate if thge effective rate is 9% 14. Find the effective rate corresponding to the rate 5% compounded quarterly 15. When interest is compounded monthly, find the effective rate corresponding to the nominal rate 3% 16. Find the compound amount and compound interest on principal P20,000 borrowed at 6% compounded annually for 3 years. 17. Find the compound amount, which would be obtained from an interest of P2000 at 6% compounded quarterly for 5 years 18. Find compound interest on P2500 invested at 6% per annually, compound semi-annually for 8 years. 19. Find the interest using the four methods on P8,000 at 11.5% interest from August 2, 2006 to Novemeber 27,2006. 20. Find the interest on P12,000 at 9.875% from NOvember 20,2007 to April 6, 2008.
Tuesday, March 3, 2020
45 Synonyms for Food 45 Synonyms for Ã¢â¬Å"FoodÃ¢â¬ 45 Synonyms for Ã¢â¬Å"FoodÃ¢â¬ By Mark Nichol Food means Ã¢â¬Å"a substance we eat for nutritional and/or gustatory purposes,Ã¢â¬ but that word is bland. For a tastier experience, use one of its synonyms listed below to convey the connotation you desire your readers to digest: 1. Aliment: food as nourishment 2. Bite: a biteÃ¢â¬â¢s worth of food, but also a small amount of food, such as a snack, or a casual reference to a larger amount 3. Board: the food laid out on a table, from the association of board with table; also denotes the part of the housing arrangement known as room and board, where room refers to lodging and board to meals 4. Bread: a synecdochic reference to food (synecdoche is a rhetorical device in which a part stands for a whole, as in Ã¢â¬Å"All hands on deckÃ¢â¬ for Ã¢â¬Å"All sailors on deckÃ¢â¬ ) 5. Chow: food (slang); also a verb, as in Ã¢â¬Å"Chow downÃ¢â¬ 6. Comestible: food (formal or mock-formal); also a synonym for the adjective edible 7. Comfort food: food that satisfies nostalgic yearnings for traditionally prepared meals 8. Cooking: food, especially as specifically prepared, as in Ã¢â¬Å"I like her cookingÃ¢â¬ 9. Cuisine: food prepared in a specific fashion, as according to cultural tradition, or the manner or style of cooking 10. Diet: the particular combination of food for a person, group, or society, or a combination of food specified for or by a person for health reasons and/or weight loss; also a verb referring to the process of improving or maintaining health and/or losing weight 11. Dish: a preparation of food served in a single container as part of a meal; also, a container or piece of dinnerware for cooking, serving, or eating food, or an attractive person, or a verb meaning Ã¢â¬Å"to gossipÃ¢â¬ 12. Eatable: food; also a synonym for edible 13. Eats: food, especially convenient or simple food (slang) 14. EntrÃ ©e: the main course of a meal 15. Fare: food, in the sense of what is available or what is traditionally eaten 16. Fast food: food prepared rapidly, especially in restaurants that serve food quickly and at a high volume; also, used as an adjective in this sense or in that of something produced with little regard for quality 17. Feed: food for livestock; also used to describe an informal fund-raising event such as a crab feed in which a featured food is served with other dishes 18. Fodder: see feed; also refers to material in general that is readily available for use or consumption (Ã¢â¬Å"cannon fodderÃ¢â¬ ) 19. Foodstuff: something used as food, especially as a raw ingredient in a food product 20. Goodies: edible treats 21. Groceries: food purchased at a store 22. Grub: see eats 23. Handout: food given free for charitable purposes 24. Home cooking: food prepared at home in a traditional manner, with the nostalgic connotation of comfort and familiarity 25. Larder: a supply of food, from the synonym for pantry 26. Meal: the food served at a particular sitting 27. Meat: see bread, or food consisting of the flesh of an animal other than a fish 28. Menu: the food served during a meal, or a list of food to be served; also, any list of offerings or choices 29. Mess: a meal served to a group of people who routinely eat together, as a shipÃ¢â¬â¢s crew; also, that group of people or the location where they eat, or a certain amount of food 30. Nourishment: food in the sense of something that satisfies the need to eat; also, the act or state of nourishing or being nourished, or something other than food that provides a corollary benefit 31. Nutriment: something that satisfies the need for nutrition 32. Pabulum: food prepared in a semiliquid state for ease of eating and/or digestion; also, communication of minimal value or sophistication thought to be acceptable to lowest-common-denominator consumers, or, rarely, communication thought to be intellectually stimulating 33. Provender: see feed, or food in general 34. Provisions: a supply of food made available for specific use, as by an expedition 35. Ration: a supply of food made available for a specific person, as a member of a military unit, or, in plural form, such food in general; also, a supply of another commodity as dictated by availability 36. Refreshment: a snack or small meal intended to sustain until the next meal 37. Slop: low-quality food, or leftovers given to livestock; also, garbage, excrement, or slush, or effusive communication 38. Store: see larder 39. Subsistence: the minimum amount of food necessary for survival; also, the equivalent in nonedible commodities 40. Sustenance: see aliment 41. Table: see meal and larder 42. Take-out: food obtained from a restaurant to be eaten elsewhere 43. Viand: see dish, or a piece or item of food, especially a particularly delicious one, and, in plural form, see provisions 44. Victuals: food, or see provisions; as victual, a verb synonymous with provision in the sense of supplying with provisions 45. Vittles: food (a dialectical spelling of victuals) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsThe Writing ProcessAdvance vs. Advanced
Sunday, February 16, 2020
Youth Leadership and Devcelopment as a Social Movement - Essay Example A survey done by The Search Institute whose findings have been accumulated in a book "A Fragile Foundation: The State of Developmental Assets among American Youth" has identified 40 assets or building blocks classified into 08 categories required for a healthy development of a child, many of which were found missing in the life of an American child. As a result, an average American child is building his life on a fragile foundation resulting in their problematic behavior. The first four asset categories focus on external structures, relationships and activities that create a positive environment for youth and include loving and caring support from family, friends and teachers, a feeling of being valued and having clear-cut rules about the expected behavior and consistent consequences of breaking them, to be and do their best, opportunities outside of school to learn and develop new skills and interests with other youth and adults. The next four categories reflect internal values, ski lls and beliefs that young people need to fully engage with and function in the world around them and include commitment to learning and a belief in their own abilities, having strong guiding values or principles to help them make healthy life choices and having Social Competencies to interact effectively with others, to make difficult decisions and to cope with new situations. They also need to believe in their own self-worth and to feel that they have control over the things that happen to them. As American society was found miserably lacking in providing their youth an environment suitable for their young ones to flourish in, there is an urgent requirement of augmenting the efforts on the scale of a national movement and already more than 300 communities have started initiative to mobilize resources and motivate all sectors of the community to help build those building blocks required for the well-being of our young generation. One of the most effective ways to the positive development of our youth as envisaged by many organizations which are sincerely working in this direction is through channelizing youthful energy in community building work. This programme for Youth leadership and Development works on the principle of considering youth as an asset to themselves and shifts its stress from youth's needs and problems and lays it on considering them as a powerful tool to tackle societal evils..According to them as pure human capital in community ventures, youth offer tremendous and often untapped contributions. Young people's exuberance and optimism alone can make rich additions to efforts to strengthen communities. Yet all too often youth are seen only as heirs to the future, trustees of posterity who will in some distant future finally take their place as partners in civic life. For many community organizations and programs, youth are underused resources, overlooked and marginalized. However, those organiz ations and projects that do involve young people as integral and respected leaders and participants, are not only enriching their endeavors, they are also exercising a powerful and promising strategy for youth development. The Innovation Center for Community and Youth development, a project of the Tides Center, a non-profit organization dedicated to supporting people working for social change is working in strategic partnership with key individuals and institutions and with youth and adult staff and volunteers who share a devotion to the potential of