Summary of Cooking Terms Essay Example for Free

Summary of Cooking Terms Essay The following is an alphabetical list of terms that describe ways of applying heat to foods. Basic cooking methods described earlier are included, as are more specific applications of these basic methods. BAKE To cook foods by surrounding them with hot, dry air. Similar to roast, but the term bake usually applies to breads, pastries, vegetables and fish. BARBECUE (1)To cook with dry heat created by the burning of hard wood or by the hot coals of this wood. (2) Loosely, to cook over hot coals, such as on grill or spit, often with a seasoned marinade or basting sauce. BLANCH. To cook an item partially and very briefly in boiling water or in hot fat. Usually a pre-preparation technique, as to loosen peels of vegetables, fruits, and nuts, to partially cook French fries or other foods before service, to prepare for freezing, or to remove undesirable flavors. BOIL To cook in water or other liquid that is bubbling rapidly, about 21. 2 degrees F (100 degrees C) at sea level and at normal pressure BRAISE (1)To cook covered in a small amount of liquid, usually after preliminary browning. (2) To cook certain vegetables slowly in a small amount of liquid without preliminary browning. BROIL To cook with radiant heat from above DEEP-FRY To cook submerged in hot fat. DEGLAZE To swirl a liquid in a saute pan, roast pan, or other pan to dissolve cooked particles of food remaining on the bottom. DRY-HEAT COOKING METHODS Methods in which heat is conducted to foods without the use of moisture. FRY To cook in hot fat GLAZE To give shine to the surface of a food by applying a sauce, aspic, sugar, or icing, and/or by browning or melting under a broiler or salamander or in an oven. GRIDDLE To cook on a flat, solid cooking surface called a griddle. GRILL To cook on an open grid over a heat source. MOIST-HEAT COOKING METHODS Methods in which heat is conducted to foods by water or other liquid (except fat) or by steam. PAN-BROIL To cook uncovered in a skillet or saute pan without fat. PAN-FRY To cook in a moderate amount of fat in an uncovered pan. (EN) PAPILLOTE Wrapped in paper (or sometimes foil) for cooking so the enclosed food is steamed in its own moisture. PARBOIL To cook partially in a boiling or simmering liquid. PARCOOK To cook partially by any method. POACH To cook gently in water or other liquid that is hot but not actually bubbling, 160 degrees to 180 degrees F (71 degrees to 82 degrees C). REDUCE. To cook by simmering or boiling until the quantity of liquid is decreased, often to concentrate flavors. ROAST To cook foods by surrounding them with hot, dry air in an oven or on a spit in front of an open fire. SAUTE To cook quickly in a small amount of fat, usually while mixing or tossing the foods by occasionally flipping the pan. SEAR To brown the surface of a food quickly at a high temperature. SIMMER To cook in water or other liquid that is bubbling gently, 185 degrees to 205 degrees F (85 degrees to 96 degrees C). SMOKE-ROAST To cook with dry heat in the presence of smoke, as on a rack over wood chips in a covered pan. SOUS VIDE Vacuum-packed. Refers to techniques for cooking foods that are packaged under vacuum in plastic bags. STEAM To cook by direct contact with steam. STEW To simmer or braise a food or foods in a small amount of liquid, which is usually served with the food as a sauce. STIR-FRY To cook quickly in a small amount of fat by tossing cut-up foods in a wok or pan with spatulas or similar implements. Similar to saute, except the pan is stationary. SWEAT To cook slowly in fat without browning, sometimes under a cover. FIVE-SPICE CHICKEN WITH VEGETABLES Ingredients: †¢ 2 tbsp sesame oil †¢ 1 garlic clove, chopped. †¢ 3 spring onions, trimmed and sliced †¢ 1 tbsp corn flour †¢ 2 tbsp rice wine †¢ 4 skinless chicken breasts, cut into strips †¢ 1 tbsp Chinese five-spice powder †¢ 1 tbsp grated fresh ginger †¢ 125 ml/4 fl oz chicken stock †¢ 100 g/3 ? oz baby corn cobs, sliced †¢ 300 g/10 ? oz bean sprouts †¢ Finely chopped spring onions to garnish(optional) †¢ Freshly cooked jasmine rice, (to serve) Procedure 1. Heat the oil in a preheated wok or large frying pan. Add the garlic and spring onions and stir-fry over medium-high heat for 1 minute. 2. In a bowl, mix together the corn flour and rice wine, then add the mixture to the pan. Stir-fry for 1 minute, then add the chicken, five-spice powder, ginger and chicken stock and cook for another 4 minutes. Add the corn cobs and cook for 2 minutes, then add the bean sprouts and cook for another minute. 3. Remove from the heat, garnish with chopped spring onions, if using, and serve with freshly cooked jasmine rice. SHINJAGA Ingredients: †¢ 1 ? lb new potatoes †¢ 1 tbsp vegetable oil †¢ 4 tbsp Kikkoman †¢ 2 tbsp sugar †¢ 1 tbsp mirin Procedure: 1. Wash and scrub new potatoes 2. Put them in a deep pan and pour enough water to cover them. 3. Bring to a boil on high heat. 4. Turn down the heat to medium and cook about 10 minutes or until softened. 5. Drain potatoes in strainer. 6. Mix Kikkoman, mirin, and sugar in a small cup and set aside. 7. Heat oil in a large pan on medium heat and fry potatoes until lightly browned. 8. Pour the sauce mixture over the potatoes. 9. Shake the pan to let the sauce coat new potatoes over high heat. Stop the heat. CORDON BLEU Ingredients: †¢ chicken breast fillet (marinated seasoned with pepper salt) †¢ bread crumbs †¢ egg †¢ oil †¢ toothpicks †¢ cheese †¢ ham Procedure: 1. Put the chicken fillet in a flat surface. Then add cheese and ham on top of the chicken fillet. Roll it and use the toothpicks to hold it. 2. Dip the rolled chicken fillet in the egg and roll it in the bread crumbs. 3. Deep-fry until golden brown. 4. Remove the toothpick when serving. FISH FILLET Ingredients: †¢ fish(Dory) †¢ calamansi †¢ seasoning †¢ egg bread crumbs †¢ mayonnaise Procedure: 1. Slice the fish. 2. Mix the calamansi and the egg with the fish. 3. Add a little bit seasoning on it. 4. Dip the fish on the bread crumbs. 5. Deep-fry it until it becomes golden brown. 6. After cooking, place the mayonnaise on a small bowl for you to dip your fish on it. SQUASH MIX Ingredients: †¢ oil †¢ egg †¢ squash (grated) †¢ cornstarch. Procedure: 1. Mix the grated squash and the egg. 2. Add cornstarch to the mixture. 3. Fry it. CRUNCHY CHICKEN FINGERS Ingredients: FOR CHICKEN FINGERS †¢ ? kilo chicken breast fillet, sliced into 1 inch thick strips †¢ 1 8g MAGGI MAGIC SARAP †¢ 1 cup all purpose flour †¢ 2 cups finely crushed NESTLE cornflakes †¢ 2 eggs, beaten †¢ Cooking oil for frying FOR TROPICAL CHILI SAUCE †¢ ? cup sweet-chili †¢ 1 tsp MAGGI MAGIC SARAP †¢ ? cup water †¢ Pineapple tidbits †¢ Salt to taste Procedure: 1. Rub MAGGI MAGIC SARAP on chicken strips and let it sit for at least 15 minutes. 2. Coat chicken strips in flour. Dip in egg then roll in crushed cornflakes. 3. Fry chicken strips until golden brown. Drain using paper towels to remove excess oil. Serve with Tropical Chili Sauce on the side. SWEET AND SOUR FISH Ingredients: †¢ 2-3 lbs red snapper, whole fish †¢ 4 tbsp vegetable oil †¢ 1 tbsp salt †¢ ? tsp ground pepper †¢ 2 tbsp soy sauce †¢ ? cup apple cider vinegar or white vinegar †¢ ? water †¢ ? cup brown sugar †¢ 1 large chopped onion †¢ 6 tbsp minced garlic †¢ ? cup ginger, julienned †¢ ? cup carrot, julienned †¢ ? cup red bell pepper †¢ ? cup scallion, julienned (spring onions) †¢ 1 tbsp sifted flour Procedure: 1. Clean the fish and slit it open. Let it stand for few minutes and drain well. 2. Sprinkle fish with 1 tbsp salt 3. In a medium skillet, heat the oil and fry the fish until brown. Remove the fish from the pan and set aside. 4. In the same skillet, saute the garlic until light brown, then saute onion. 5. Add salt and white pepper. Stir in ginger, scallions, carrot and red bell pepper. 6. Add soy sauce, vinegar, water and sugar. Salt and pepper to taste. 7. When the mixture boils, add the flour to thicken. Then, add the fish. 8. Cover the skillet and simmer for 5 minutes. PINAKBET Ingredients: †¢ okra †¢ eggplant †¢ squash †¢ MAGGI magic sarap †¢ Tomato †¢ Garlic †¢ Onion †¢ Salt †¢ Umami †¢ Oyster sauce. †¢ Cabbage Procedure: 1. Saute garlic and onion. 2. Add a little amount of water and put vegetables. 3. Add oyster sauce. 4. Season it with MAGGI magic sarap, salt umami. 5. Taste it and adjust flavors if needed. 6. Serve hot. RELLENONG TALONG Ingredients: †¢ egg †¢ eggplant †¢ ground pork †¢ garlic †¢ onion †¢ oil †¢ salt Procedure: 1. Fry the ground pork. 2. Slice the eggplant in the middle and get the inner part of the eggplant. 3. Mix the pork, garlic onion add salt to season it. 4. Then put the cooked pork in the middle of the sliced eggplant then, put the eggplant in the pan and put egg to close the eggplant.

Consciousness and the Placebo Effect Essay -- Biology Essays Research

Consciousness and the Placebo Effect In controlled studies, experimenters use placebos as medium to compare the efficacy of a drug. Double-blind controlled studies provide information on whether a drug is effective or if it is not better than placebo. The results of double-blind studies usually depict the latter. Rarely are drugs found to be significantly more effective than placebo because of the placebo effect. The phenomenal effectiveness of the placebo in controlled experiments is mind boggling. Experimenters can not fully understand the etiology of the placebo effect in relation to the nervous system but they have proposed plausible suggestions to the underlying mechanisms involved. An intriguing question raised is the placebo's ability to cure numerous symptoms. I hypothesize that the level of consciousness or alertness of the I-function, within the individual, may be the deciding factor in whether the placebo effect occurs. The objective of a placebo is to compare and assure that a new drug or operational procedure is effective. In experiments, the placebo is an inactive substance or procedure used as a control in an experiment (1). The placebo looks, tastes or feels just like the actual treatment (2). A false procedure for example, may consist of advising a person that he/she will be operated on and then making an incision into a person without operating. Subjects are advised of their probability of receiving actual treatment in order to maintain the expectation level of the participants. The efficacy of making an incision maintains the expectation level of the subject because the presence of a scar raises their belief that they were placed in the actual treatment group. Whether the placebo is a 'sugar pill' or an... ...) Alternative and Complementary Therapies: The Placebo Effect http://www.cancer.org/alt_therapies/articles/placebo.html 3) Alpha Omega Pain Medicine Associates: Placebo Power , date: 4/18/99 http://www.painmasters.com/ 4) Healthline Magazine: Placebo Effects on Pain , date: 4/18/99 http://www.health-line.com/articles/hl950404.htm 5) The Reward System, by Aryeh Routtenberg (located on N & B Reserve) 6) Thalamocortical Aspects of Consciousness From the Perspective of a Neurobiologist , date: 5/5/99 http://www.phil.vt.edu/assc/newman/grace.html 7) Why It Must Be Consciousness- For Real ! http://www.phil.vt.edu/assc/newman/baars.html 8)Other Links 9)Mind/Brain/Behavior The Pleasing Placebo http://www.med.harvard.edu/publications/Focus/Jan20_1995/Mind.html 10)What's the Placebo Effect? http://www.oakland.edu/~djcarlst/abx_plac.htm

Health and Wellness Education

*Health And* Wellness Education HWE 100 HUMAN NUTRITION 3 CREDITS Introduces basic principles of nutrition with emphasis on personal nutrition. Satisfies nutrition requirement of students entering healthcare professions. HWE 108 WEIGHT LOSS 1 CREDIT Focuses on combining a healthy diet and exercise to shed unwanted pounds and inches. The course will include online sessions that will focus on personal habits including diet that lead to weight gain and exercise session appropriate for the student. *HWE 111 HEALTH AND FITNESS * 3 CREDITs Studies health and fitness in the U. S. today. The course will look at personal health issues, managing stress, nutrition and healthy life styles. HWE 122 RESPONDING TO Provides standard first aid and CPR, with a more in-depth look at sudden illness, specific disease, and emergencies. *HWE 124 FITNESS AND WELLNESS * 2 CREDITS Provides information on fitness and wellness and to serve as a guide to design, implement, and evaluate a complete personal fitness and wellness program. The course integrates the basic components of fitness and wellness in understanding human health in order to achieve well-being. This course offers current information in the health field and provides self-assessments for health risk and wellness behaviors. This includes lifestyle modification, nutrition, weight management, stress management, cardiovascular and cancer risk reduction, exercise and aging, exercise related injury, exercise and the environment, prevention of sexually transmitted diseases, substance abuse (including tobacco, alcohol and other psychoactive drugs), and analysis and interpretation of research publications and Web sites in health and wellness. *HWE 125 INTRO* TO HUMAN PERFORMANCE 3 CREDITS This class is a survey of the discipline of kinesiology, including knowledge derived from performing physical activity, studying about physical activity, and professional practice centered in physical activity. It includes an analysis of the importance of physical activity in daily life, the relationship between physical activity and the discipline of kinesiology, the general effects of physical activity experiences. The course surveys the general knowledge base of the discipline as reflected in the major subdisciplines and reviews selected concepts in each, showing ow they contribute to our understanding of the nature and importance of physical activity. In addition, the course introduces students to the general characteristics of the professions to Specific types of physical activity professions typically pursued by those graduating from a program of kinesiology, and assists them in making some early career decisions. *HWE 136 SKILLS & Methods* OF This course is intended for HUP ma jors. It is designed to acquaint the student with the basic skills, methods and techniques necessary to be a competent exercise leader in he area of resistance training. Emphasis will be placed on understanding selection of appropriate teaching progressions that relate to the weight room and fitness facility as well as the science of human motion and muscle/joint structure and function as it relates to fitness. HWE 230 EXERCISE AND SPORTS Teaches students how to apply behavioral principles and techniques that may help people increase their motivation to exercise and change health-impairing behaviors. The course is based on research, theory, and practical application in the field of physical activity. Examination of theories and current research related to sport and exercise behavior will be covered. The student will be introduced to the field of kinesiology by providing a broad overview of the major topics in the area. *HWE 237 EXERCISE*, NUTRITION Discusses the concepts of improved performance in all fitness areas. Emphasis is placed upon updated information associated with nutrition and human performance. Measurement of body composition is used as it correlates to training and diet/ exercise programs. Introduces the student to the physiological responses nd adaptations of individuals to exercise as well as the application to sports medicine, rehabilitation and general fitness. The laboratory provides experiences that demonstrate the underlying theoretical constructs that govern physiological responses and adaptations to exercise. PREREQUISITE: BIO 201, â€Å"C† or better. HWE 248 EXERCISE TESTING AND Provides the student with the opportunity to conduct laboratory fitness assessments, evaluate test results and develop exercise prescriptions. In addition, the student will be expected to become knowledgeable about the promotion and marketing f fitness programs. HWE 255 CERTIFIED PERSONAL TRAINER Provides the student with theoretical knowledge and practical skills in preparation for a nationally recognized personal training certification approved by the Colorado Community College System. These Certifications are limited to the following: ACSM, ACE, NSCA, NCSF, AFAA, and AEA. Upon certification, the student will have the ability to develop and implement exercise programs for healthy populations and/or those individuals with medical clearance to exercise. Designed for all majors in the Human Performance Program and provides the student on-the-job training. The student will have the opportunity to further integrate academic knowledge and apply those skills gained through the Human Performance degree curriculum. Working in various capacities within the ACC Fitness/Aquatic Center, Physical Education department and the Employee Wellness Program will be required. Students should receive entry-level proficiency at the completion of the HWE 248, HWE 237 and HWE 122 or current CPR-PR/AED and First Aid Certification.

Personality Traits That Help Teachers and Students Succeed

Personality traits are a combination of characteristics that are innate to people as individuals as well as characteristics that develop from specific life experiences. The personality traits that make up a person go a long way in determining how successful he is. There are certain personality traits that help teachers and students succeed. Success may mean different things for different people. Teachers and students who hold the majority of the following characteristics are almost always successful regardless of how success is defined. Adaptability This is the ability to handle a sudden change without making it a distraction. Students who have this trait can handle sudden adversity without letting academics suffer.Teachers who have this trait are quickly able to make adjustments that minimize distractions when things do not go according to plan. Conscientiousness Conscientiousness involves the capacity to complete a task meticulously with efficiency and of the highest quality. Conscientious students can produce high-quality work consistently.Conscientious teachers are extremely organized and efficient, and they provide their students with quality lessons or activities daily. Creativeness This is the ability to use original thinking to solve a problem. Students who have this trait can think critically and are adept problem solvers.Teachers who have this trait are able to use their creativeness to build a classroom that is inviting to students, create lessons that are engaging, and incorporate strategies to individualize lessons for every student. Determination A person with determination can fight through adversity without giving up to accomplish a goal. Students who have this trait are goal orientated, and they do not allow anything to get in the way of accomplishing those goals.Teachers with determination figure out a way to get their job done. They do not make excuses. They find ways to reach even the most difficult students through trial and error without giving up. Empathy Empathy allows a person to relate to another individual even though she may not share similar life experiences or problems. Students who have this trait can relate to their classmates. They are nonjudgmental. Instead, they are supportive and understanding.Teachers who have this trait can look beyond the walls of their classroom to assess and meet their students’ needs. They recognize that some students live a difficult life outside of school and try to figure out solutions for helping them. Forgiveness Forgiveness is the capacity to move beyond a situation in which you were wronged without feeling resentment or holding a grudge. Students who are forgiving can let things go that could potentially serve as a distraction when they have been wronged by someone else.Teachers with this trait can work closely with administrators, parents, students, or other teachers who may have created an issue or controversy that was potentially detrimental to the teacher. Genuineness People who are genuine demonstrate sincerity through actions and words without hypocrisy. Students who show genuineness are well-liked and trusted. They have many friends and are often looked upon as leaders in their classroom.Teachers with this trait are viewed as highly professional. Students and parents buy into what they are selling, and they are often highly regarded by their peers. Graciousness Graciousness is the ability to be kind, courteous, and thankful when dealing with any situation. Students who are gracious are popular among their peers and well-liked by their teachers. People are drawn to their personality. They often go out of their way to help others any time an opportunity arises.Teachers who have this trait are well respected. They are invested in their school beyond the four walls of their classroom. They volunteer for assignments, help other teachers when needed, and even find ways to assist needy families in the community. Gregariousness The ability to socialize with and relate to other people is known as gregariousness. Students who have this trait work well with other people. They are capable of making a connection with just about anyone. They love people and are often the center of the social universe.Teachers who have this trait can build strong, trusting relationships with their students and families. They take the time to make real connections that often extend beyond the walls of the school. They can figure out a way to relate to and carry on a conversation with just about any personality type. Grit Grit is the ability to be strong in spirit, courageous, and brave. Students who have this trait battle through adversity and stand up for others, and they are strong-minded individuals.Teachers with grit will do anything to be the best teacher they can be. They will not let anything get in the way of educating their students. They will make difficult decisions and serve as an advocate for students when necessary. Independence This is the ability to work through problems or situations on your own without requiring assistance from others. Students who have this trait do not rely on other people to motivate them to accomplish a task. They are self-aware and self-driven. They can accomplish more academically because they do not have to wait on other people.Teachers who have this trait can take good ideas from other people and make them great. They can come up with solutions to potential problems on their own and make general classroom decisions without consultation. Intuitiveness The ability to understand something without reason simply through instinct is intuitiveness. Intuitive students can sense when a friend or a teacher is having a bad day and can try and improve the situation.Teachers who have this trait can tell when students are struggling to grasp a concept. They can quickly assess and adapt the lesson so that more students understand it. They are also able to sense when a student is going through personal adversity. Kindness Kindness is the capacity to help others without the expectation of getting anything in return. Students who have this trait have many friends. They are generous and thoughtful often going out of their way to do something nice.Teachers who have this trait are very popular. Many students will come into class looking forward to having a teacher with a reputation for being kind. Obedience Obedience is the willingness to comply with a request without questioning why it needs to be done. Students who are obedient are well thought of by their teachers. They are typically compliant, well-behaved, and seldom a classroom discipline problem.Teachers who have this trait can build a trusting and cooperative relationship with their principal. Passionate People who are passionate get others to buy into something due to their intense feelings or fervent beliefs. Students with this trait are easy to motivate. People will do anything for something about which they are passionate. Taking advantage of that passion is what good teachers do.Passionate teachers are easy for students to listen to. Passion sells any topic, and a lack of passion can lead to failure. Teachers who are passionate about their content are more likely to produce students who become passionate as they learn. Patience The ability to sit idly and wait on something until the timing is perfect is patience. Students who have this trait understand that sometimes you have to wait your turn. They are not deterred by failure, but instead, view failure as an opportunity to learn more. They reevaluate, find another approach, and try again.Teachers who have this trait understand that the school year is a marathon and not a race. They understand that each day presents its challenges and that their job is to figure out how to get every student from point A to point B as the year progresses. Reflectiveness Those who are reflective can look back at a point in the past and draw lessons from it based on the experience. Such students take new concepts and mesh them with previously learned concepts to strengthen their core learning. They can figure out ways in which newly acquired knowledge is applicable to real life situations.Teachers who have this trait are continuously growing, learning and improving. They reflect on their practice every day making continuous changes and improvements. They are always looking for something better than what they have. Resourcefulness Resourcefulness is the ability to make the most of what you have available to solve a problem or make it through a situation. Students who have this trait can take the tools they have been given and make the most out of their ability.Teachers who have this trait can maximize the resources they have at their school. They are able to make the most out of the technology and curricula that they have at their disposal. They make do with what they have. Respectfulness The ability to allow others to do and be their best through positive and supportive interactions is respectfulness. Students who are respectful can work cooperatively with their peers. They respect the opinions, thoughts, and feelings of everyone around them. They are sensitive to everyone and try to treat everyone as they want to be treated.Teachers who have this trait understand that they must have positive and supportive interactions with every student. They maintain the dignity of their students at all times and create an atmosphere of trust and respect in their classroom. Responsibleness This is the ability to be accountable for your actions and to carry out tasks that have been assigned in a timely manner. Students who are responsible can complete and turn in every assignment on time. They follow a prescribed schedule, refuse to give in to distractions, and stay on task.Teachers who have this trait are trustworthy and valuable assets to the administration. They are regarded as professional and often asked to help out in areas where there is a need. They are highly reliable and dependable.

Top 3 Supreme Court Cases Involving Japanese Internment

During World War II, not only did some Japanese Americans refuse to relocate to internment camps, they also fought federal orders to do so in court. These men rightfully argued that the government depriving them of the right to walk outside at night and live in their own homes violated their civil liberties. After Japan attacked Pearl Harbor on Dec. 7, 1941, the U.S. government  forced more than 110,000 Japanese Americans into detention  camps, but Fred Korematsu, Minoru Yasui, and Gordon Hirabayashi  defied orders. For refusing to do what they’d been told, these courageous men were arrested and jailed. They eventually took their cases to the Supreme Court—and lost.​ Although the Supreme Court would rule in 1954 that the policy of â€Å"separate but equal† violated the Constitution, striking down Jim Crow in the South, it proved incredibly shortsighted in cases related to Japanese  American internment. As a result, Japanese Americans who argued before the high court that curfews and internment infringed upon their civil rights had to wait until the 1980s for vindication. Learn more about these men. Minoru Yasui v. the United States When Japan bombed Pearl Harbor, Minoru Yasui was no ordinary twenty-something. In fact, he had the distinction of being the first Japanese American lawyer admitted to the Oregon Bar. In 1940, he began working for the Consulate General of Japan in Chicago but promptly resigned after Pearl Harbor to return to his native Oregon. Shortly after Yasui’  arrived in Oregon, President Franklin D. Roosevelt signed Executive Order 9066 on Feb. 19, 1942. The order authorized the military to bar Japanese Americans from entering certain regions, to impose curfews on them and to relocate them to internment camps. Yasui deliberately defied the curfew. â€Å"It was my feeling and belief, then and now, that no military authority has the right to subject any United States citizen to any requirement that does not equally apply to all other U.S. citizens,† he explained in the book And Justice For All. For walking the streets past curfew, Yasui was arrested. During his trial at the U.S. District Court in Portland, the presiding judge acknowledged that the curfew order violated the law but decided that Yasui had forsaken his U.S. citizenship by working for the Japanese Consulate and learning the Japanese language. The judge sentenced him to a year in Oregon’s Multnomah County Jail. In 1943, Yasui’s case appeared before the U.S. Supreme Court, which ruled that Yasui was still a U.S. citizen and that the curfew he’d violated was valid. Yasui eventually ended up at an internment camp in Minidoka, Idaho, where he was released in 1944. Four decades would pass before Yasui was exonerated. In the meantime, he would fight for civil rights and engage in activism on behalf of the Japanese American community. Hirabayashi v. the United States Gordon Hirabayashi was a University of Washington student when President Roosevelt signed Executive Order 9066. He initially obeyed the order but  after cutting a study session short to avoid violating the curfew, he questioned why he was being singled out in a way  his white classmates were not. Because he considered the curfew to be a violation of his Fifth Amendment rights, Hirabayashi decided to intentionally flout it. â€Å"I was not one of those angry young rebels, looking for a cause,† he said in a 2000 Associated Press interview. â€Å"I was one of those trying to make some sense of this, trying to come up with an explanation.† For defying Executive Order 9066 by missing curfew and failing to report to an internment camp, Hirabayashi was arrested and convicted in 1942. He ended up jailed for two years and did not win his case when it appeared before the Supreme Court. The high court argued that the executive order was not discriminatory because it was a military necessity. Like Yasui, Hirabayashi would have to wait until the 1980s before he saw justice. Despite this blow, Hirabayashi spent the years after World War II getting a master’s degree and a doctorate in sociology from the University of Washington. He went on to a career in academia. Korematsu v. the United States Love motivated Fred Korematsu, a 23-year-old shipyard welder, to defy orders to report to an internment camp. He simply did not want to leave his Italian  American girlfriend and internment would have separated him from her. After his arrest in May 1942 and subsequent conviction for violating military orders, Korematsu fought his case all the way to the Supreme Court. The court, however, sided against him, arguing that race did not factor into the internment of Japanese Americans and that internment was a military necessity. Four decades later, the luck of Korematsu, Yasui, and Hirabayashi changed when legal historian Peter Irons stumbled upon evidence that government officials had withheld several documents from the Supreme Court stating that Japanese Americans posed no military threat to the United States. With this information in hand, Korematsu’s attorneys appeared in 1983 before the U.S. 9th Circuit Court in San Francisco, which vacated his conviction. Yasui’s conviction was overturned in 1984 and Hirabayashi’s conviction was  two years later. In 1988, Congress passed the Civil Liberties Act, which led to a formal government apology for internment and payment to of $20,000 to internment survivors. Yasui died in 1986, Korematsu in 2005 and Hirabayashi in 2012.

An Explosion of Reality Television - 1968 Words

In the last decade, the explosion of Reality TV programmes has revealed the viewers preferences for realism as oppose to fiction. Both of them (documentary and Reality TV) are based on ordinary lives and real stories, nevertheless it is crucial to remark that even though Reality TV is influenced by earlier observation documentary, these current shows are based on entertainment. If Reality TV is such a hit with audiences, why does the most critical commentary regard it a negative light? Traditionally, documentary is considered a â€Å"sober† genre (Nichols, 1991) with a solid tradition of social commentary, while Reality TV is seen as an insignificant genre. On the other hand, the increase of new hybrids formats erasers this idea finding documentaries based on entertainment and reality shows based on social issues. â€Å"New hybrid versions of documentary and reality television produce a new kind of public sphere in which shared knowledge and the experience of the everyday ta ke center stage†, (Bignell, 2005:71). This reinforces the idea that Reality TV has broken the boundary between private and public. The audiences’ desire is to feel the guilty pleasure, a voyeuristic experience of feeling part of ordinary people’s lives and demand to watch it on television. Baudrillard claims this idea is based on â€Å"a kind of primal pleasure, of anthropological joy in images, a kind of brute fascination unencumbered by aesthetic, social, moral, or political judgments† (Baudrillard RepresentingShow MoreRelatedThe Sopranos Essay515 Words   |  3 PagesThe Sopranos The media and specifically television portray Italian Americans as criminals or people of power in the illegal world. Television portrays their ethnicity on a stereotypical background that most people have come to know as truth. There is a show on cable called the Sopranos. This show is a depiction of the New Jersey mafia and how it handles its day to day operations. The shows creators and writers have put together a wonderful exaggeration of how the New Jersey organizedRead MoreThe E ! 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Cuba Essay Research Paper In this paper free essay sample

Cuba Essay, Research Paper In this paper I hope to turn out that the failed Bay of Pigs Invasion was one of misdirection, certitude, and deficiency of security. The incrimination for the failure of the operation falls straight in the lap of the Central Intelligence Agency and a immature president and his dvisors. The consequence of the invasion caused a rise in tenseness between the two great world powers and ironically 39 old ages after the event, the individual that the invasion was meant get rid of, Fidel Castro, is still in power. On April 17th 1961 the assault on the Bay of Pigs began at 2 a.m. with a squad of trained Cuban expatriates who went ashore to interest out the country for the chief undertaking force. At 2:30 a.m. and at 3:00 ante meridiem two battalions came ashore at Playa Girn and one battalion at Playa Larga beaches. The military personnels at Playa Girn had orders to travel north-west, up the seashore and meet with the military personnels at Playa Larga in the center of the bay. A little group of work forces were so to be sent North to the town of Jaguey Grande to procure it every bit good. When looking at a modern map of Cuba it is obvious that the military personnels would hold jobs in the country that was chosen for them to set down at. The country around the Bay of Pigs is a boggy fen land country which would be hard on the military personnels. The Cuban forces were speedy to respond and Castro ordered his T-33 trainer jets, two Sea Furies, and two B-26s into the air to halt the invading forces. Off the seashore were the bid and control ship and another vass transporting supplies for the invading forces. The Cuban air force took out the supply ships, droping the bid vessel the Marsopa and the supply ship the Houston. In the terminal the 5th battalion was lost, which was on the Houston, every bit good as the supplies for the landing squads and eight other smaller vass. With some of the invading forces # 8217 ; ships destroyed, and no bid and control ship, the operation shortly broke down as the other supply ships were kept at bay by Castro # 8217 ; s air force. Over the 72 hours that the invasion lasted the Cubans pounded on the US backed expatriates of about 1500 work forces. By Wednesday the encroachers were pushed back to their landing zone at Playa Girn. Surrounded by Castro # 8217 ; s forces some began to give up while others fled into the hills. In all 114 work forces were killed while 36 died as captives in Cuban cells. Many where left in the Cuban cells for over 20 old ages as captives of war. The 1500 work forces of the occupying force neer had a opportunity for success from about the first yearss in the planning phase of the operation. The invasion was called Operation Pluto and it had originally been suggested by the Eisenhower disposal yet carried over when John F. Kennedy became president. American policies holding to cover with Latin America in the late 1950 # 8217 ; s to the early 1960 # 8217 ; s were based on America # 8217 ; s economic involvements and its anti-communism. In 1950 George Kennan spoke about the American policy with Latin America he said that American policy had several intents in the part, # 8220 ; To protect the critical supplies of natural stuffs which Latin American states export to the USA ; to forestall the # 8216 ; military development of Latin America by the enemy # 8217 ; [ The Soviet Union ] ; and to debar # 8216 ; the psychological mobilisation of Latin America against us. # 8221 ; By the 1950s trade with Latin America accounted for about 25 % of American exports, and 80 % of the investings in Latin America was besides by the United States. In the spring of 1960, President Eisenhower approved a program to direct little groups of American trained, Cuban exiles to work on subverting Castro. By the autumn, the program was changed to a full invasion with air support by exiled Cubans in American supplied planes. The group was to be trained in Panama, but with the growing of the operation and the accelerating gait of events in Cuba, it was decided to travel things to a base in Guatemala. The program was going rushed and this would get down to demo. The adult male in charge of the operation, CIA Deputy Director Bissell said, # 8220 ; There didn # 8217 ; t seem to be clip to maintain to the original program and have a big group trained by this initial cell of immature Cubans. So the larger group was formed and established at La Finca, in Guatemala, and at that place the preparation was conducted wholly by Americans. # 8221 ; It was now autumn and a new president had been elected. President Kennedy could hold stopped the invasion if he wanted to yet he didn # 8217 ; t. There were a few cardinal factors in which he believed it was a good thought to travel with it, one he had campaigned for some signifier of action against Cuba and it was besides the tallness of the cold war, to endorse out now would intend holding groups of Cuban expatriates going around the Earth stating how the Americans had backed down on the Cuba issue. In competition with the Soviet Union, endorsing out would do the Americans look weak on the international scene. Furthermore by domestic ingestion the new president would be seen as endorsing off from one of his run promises. The 2nd ground Kennedy likely didn # 8217 ; t abort the operation is the chief ground why the operation failed, jobs with the CIA. The failure at the CIA led to Kennedy into doing hapless determinations, which would impact future dealingss with Cuba and the Soviet Union. The failure at CIA had three causes. First the incorrect people were managing the operation, secondly the bureau in charge of the operation was besides the one supplying all the intelligence for the operation, and thirdly for an organisation purportedly obsessed with security the operation in itself it had security jobs. In charge of the operation was the Director of Central Intelligence, Allan Dulles and chief duty for the operation was left to one of his deputies, Richard Bissell. In was geared chiefly for European operations against the USSR, both work forces were missing in experience in Latin American personal businesss. Those in charge of Operation Pluto based this new operation on the success of a past Guatemalan escapade, but the state of affairs in Cuba was much different than that in Guatemala. In Guatemala the state of affairs was sti ll helter-skelter and Arbenz, the Guatemalan president, neer had the same control over the state that Castro had on Cuba. The CIA had the United States Ambassador, John Puerifoy, working on the interior of Guatemala organizing the attempt, in Cuba they had none of this piece Castro was being supplied by the Soviet block. In add-on, after the overthrow of the authorities in Guatemala, Castro was cognizant that this may go on to him every bit good and likely had his guard up waiting for anything that my indicate that an invasion was at hand. The 2nd job was that the CIA was a new organisation, which felt that it had to turn out itself, it saw its chance in Cuba. Obsessed with secretiveness, it kept the figure of people involved to a lower limit. The intelligence wing of CIA was kept out of it, their Board of National Estimates could hold provided information on the state of affairs in Cuba and the opportunities for an rebellion against Castro one time the invasion started. Besides kept out of the cringle were the State Department and the Joint Chiefs of Staff who could hold provided aid on the military side of the escapade. In the terminal, the CIA kept all the information for itself and passed on to the president merely what it thought he should see. Lucien S. Vandenbroucke, in Political Science Quarterly of 1984, based his analysis of the Bay of Pigs failure on organisational behaviour theory. On the CIA # 8217 ; s behavior he concludes that, # 8220 ; By fall backing to the typical organisation scheme of specifying t he options and supplying the information required to measure them, the CIA therefore structured the job in a manner that maximized the likeliness the president would take the bureau # 8217 ; s preferred option. # 8221 ; The CIA made certain the deck was stacked in their favour when the clip came to make up ones mind whether a undertaking they sponsored would travel through. President Kennedy # 8217 ; s Secretary of State at the clip was Dean Rusk, in his autobiography he says that, # 8220 ; The CIA told us all kinds of things about the state of affairs in Cuba and what would go on one time the brigade got ashore. President Kennedy received information which merely was non right. For illustration, we were told that elements of the Cuban armed forces would desert and fall in the brigade, that there would be popular rebellions throughout Cuba when the bri gade hit the beach, and that if the expatriate force got into problem, its members would merely run into the countryside and go guerillas, merely as Castro had done.† As for senior White House Plutos, most of them disagreed with the program every bit good, but Rusk says that Kennedy went with what the CIA had to state. Yet he said that he # 8220 ; Did non function President Kennedy really good, # 8221 ; because he should hold told him about his concerns. He concluded that # 8220 ; I should hold made my resistance clear in the meetings themselves because he [ Kennedy ] was under force per unit area from those who wanted to proceed. # 8221 ; When faced with colored information from the CIA and quiet advisers, it is no admiration that the president decided to travel in front with the operation. For an organisation that deals with security issues, the CIA # 8217 ; s deficiency of security in the Bay of Pigs operation is dry. Security began to interrupt down before the invasion when The New York Times reporter Tad Szulc # 8220 ; learned of Operation Pluto from Cuban friends # 8221 ; earlier that twelvemonth while in Costa Rica covering an Organization of American States meeting. Another dislocation in security was at the preparation base in Florida, local occupants near Homestead [ air force base ] had seen Cubans boring and heard their speaker units at a farm. As a gag some bangers were thrown into the compound. The ensuing incident was the Cubans firing their guns and the federal governments holding to convert the local governments non to press charges. Operation Pluto was get downing to acquire blown broad unfastened, the advantage of surprise was lost even this early in the game. After the initial bombardment foray of April 15th, and the landing of the B-26s in Florida, images of the planes were taken and published in newspapers. In the exposure of one of the planes, the olfactory organ of the theoretical account of the B-26 the Cubans truly used had a Plexiglas olfactory organ, the CIA had taken the strivings to mask the B-26 with # 8220 ; FAR # 8221 ; markers [ Cuban Air Force ] . All Castro # 8217 ; s people had to make was read the newspapers and they # 8217 ; vitamin D know that something was traveling to go on, that those planes that had bombed them were non their ain but American. In The New York Times of the 21st of April, stories about the beginnings of the operation in the Eisenhower disposal appeared along with headlines of # 8220 ; C.I.A. Had a Role In Exiles # 8217 ; Plans # 8221 ; uncovering the CIA # 8217 ; s engagement. By the 22nd, the narrative is to the full known with headlines in The New York Times saying that # 8220 ; CIA is Accused by Bitter Rebels # 8221 ; and on the 2nd page of that twenty-four hours # 8217 ; s issue is a full article on the inside informations of the operation from its beginnings. The decision one can pull from the articles in The New York Times is that if newsmans knew the whole narrative by the 22nd, it can be expected that Castro # 8217 ; s intelligence service and that of the Soviet Union knew about the planned invasion every bit good. Tad Szulc # 8217 ; s study in the April 22nd edition of The New York Times says it all, # 8220 ; As has been an unfastened secret in Florida and Central America for months, the C .I.A. planned, coordinated and directed the operations that ended in licking on a beachhead in southern Cuba Wednesday. # 8221 ; It is clear so that portion of the failure of the operation was caused by a deficiency of security and attending to detail on the portion of the Central Intelligence Agency, and misinformation given to the president. On the international scene, the Bay of Pigs invasion lead straight to increased tensenesss between the United States and the Soviet Union. During the invasion messages were exchanged between Kennedy and Khrushchev sing the events in Cuba. Khrushchev accused the Americans of being involved in the invasion and stated in one of his messages, # 8220 ; A alleged # 8220 ; little war # 8221 ; can bring forth a concatenation reaction in all parts of the universe. . . we shall render the Cuban people and their Government all necessary aid in crushing back the armed onslaught on Cuba. # 8221 ; Kennedy replied giving American positions on democracy and the containment of communism, he besides warned against Soviet engagement in Cuba stating to Khrushchev, # 8220 ; In the event of any military intercession by outside force we will instantly honour our duties under the inter-American system to protect this hemisphere against external aggression. # 8221 ; Even though this crisis passed, it s et the phase for the following major crisis over Soviet atomic missiles in Cuba and likely led to the Soviets increasing their military support for Castro. In the disposal itself, the Bay of Pigs crisis led to a few alterations. First off person had to take the incrimination for the matter and, as Director of Central Intelligence, Allen Dulles was forced to vacate and left CIA in November of 196. Internally, the CIA was neer the same, although it continued with covert operations against Castro, it was on a much-reduced graduated table. Harmonizing to a study of the Select Senate Committee on Intelligence, future operations were # 8220 ; To nurture a spirit of opposition and alienation which could take to important desertions and other byproducts of unrest. # 8221 ; The CIA besides now came under the supervising of the president # 8217 ; s brother Bobby, the Attorney General. Harmonizing to Lucien S. Vandenbroucke, the result of the Bay of Pigs failure besides made the White House suspicious of an operation that everyone agreed to, made them less loath to oppugn the experts, and made them play # 8220 ; devil # 8217 ; s advocates # 8221 ; when oppugning them. In the terminal, the lessons learned from the Bay of Pigs failure may hold contributed to the successful handling of the Cuban missile crisis that followed. The long-run effects of the Bay of Pigs invasion are a small harder to measure. The ultimate indicant of the invasions # 8217 ; failure is that 39 old ages subsequently Castro is still in power. This non merely indicates the failure of the Bay of Pigs invasion, but American policy towards Cuba in general. The American policy instead than sabotaging Castro # 8217 ; s support, has likely contributed to it. As with many wars, even a cold one, the leader is able to beat up his people around him against an attacker. When Castro came to power he instituted reforms to assist the people and stop corruptness, no longer having aid from the Soviet Union things are get downing to alter. He has opened up the Cuban economic system for some investing, chiefly in telecommunications, oil geographic expedition, and other ventures. In an effort to remain in power, he is seeking to accommodate his state to the new world of the universe. Rather than stamp downing the educated leaders, he is giving them a topographic point in steering Cuba. The inquiry is, will they finally want more power and a right to command Cuba # 8217 ; s destiny without Castro # 8217 ; s counsel and support? If the prostration of past governments is any indicant, they will finally desire more power. When Castro came to power in 1959, the major oppositions in America to him, as with Guatemala, were the concern involvements who were losing out as a consequence of his constabularies. The major force per unit area for the Americans to make something came, non merely from the Cuban expatriates in Florida, but from those concerns. Today, the tabular arraies are turned and concerns are fring out because of the American trade stoppage against Cuba. It is estimated that if the trade stoppage were lifted, $ 1 billion of concern would be generated for US companies that first twelvemonth. Right now, 100 houses have gone to Cuba to speak about making concern at that place after the trade stoppage is lifted. Will American policy alteration toward Cuba because of force per unit area from concern involvements and turning jobs with refugees from Cuba? Given the grounds why the United States got involved in Latin American political relations in the first topographic point, it is really likely tha t their place will alter if they can happen a manner to make so. American policy at this clip though is still stuck in the cold war, the former presidents of the Senate Foreign Relations Committee Jesse Helms said that, # 8220 ; Whether Castro leaves Cuba in a perpendicular or horizontal place is up to him and the Cuban people. But he must and will go forth Cuba. # 8221 ; The failure of the Bay of Pigs invasion was caused by misinformation and misdirection, the effects of for the Americans was an addition in tenseness between the world powers at the tallness of the cold war. We will merely hold to wait and see if the Americans have truly learned their lesson and will non lose another chance to put things right in Cuba.