Race Assignment Example | Topics and Well Written Essays - 1750 words

Race - Assignment Example Femininity is especially differentiated by masculinity in the means of their beauty and is seen as elements that help satisfy the masculine desire for sex and intimacy. They are not really devalued by the overall society and have an important role to play in the society, but the way they are controlled leads to their devaluation. The system of patriarchy views them as fragile and due to this perception they are mostly redeemed important to carry out functions such as caring for others and these functions carried out by females is recognized as Pink-collar labor and these jobs are even regarded as blue-collar labor as these jobs require lower amount of skills. According to Kimmel, manhood can be described as homophobia which is the fear of being unmasked by other males of failing to be a real man (Rothenberg 91). He even defines manhood as flight from feminine as boys tend to prove that they do not have traits that are shared by females and lastly Kimmel defines manhood as power relat ions in which males tend to exhibit behaviors that represent masculinity. 2. By the period of the 18th century, whiteness and the term white which was used to differentiate between the white races of America from other races became very popular and this kind of differentiation among people is recognized as overt racism. The term is used to give a certain population of America a better status in different spheres of life. Immigrants were never treated well in US and they have been exploited mainly due to Xenophobia which is regarded as the fear that a particular society experiences from foreign elements. Institutional racism was in practice and employees who migrated from foreign regions were treated differently as compared to the whites. Not only those already living in US were able to gain the status of being white, some immigrants such as the Jews were even regarded as white folks because of their excellence in the academic sphere during the 1920s (Rothenberg 38). There were other reasons due to which Jews were no longer seen as immigrants or people from the inferior class. One of the main reasons was the program of affirmative action which was not actually created for the purpose of decreasing discrimination against Jews. According to this program, even the migrants from the European nations such as Jews were categorized as whites. The black slaves in US were referred to as chattel slavery as they were recognized as assets owned by their owners by the law and these assets could be bought or sold. Restricted naturalized citizenship is a term used to refer to those individual who were recognized as citizens and were free white individuals and had lived in US for over two years and this citizenship was awarded under the Naturalization Act of 1970. It is quite difficult to define the national culture of America as there are huge numbers of people from different parts of the world and different religions who follow different practices. 3. Under legitimate chatte l slavery practiced in US, the black slaves were suppressed for several years and during this period the whites continue to increase their wealth and the blacks continued to experience worse economic conditions. The blacks were even suppressed by law as laws were made in the case of Plessy vs. Ferguson in which the court of law ruled that the blacks and whites of US had access to separate resources. Due to this, even today the whites have

Politics Essay Example | Topics and Well Written Essays - 1750 words - 1

Politics - Essay Example On the other hand, Canada is a country with stable and democratic politics, which are focused on conflict resolution and playing their significance. In this case, the paper will conduct an analysis on the issue related to BC Supreme Court ruling on physician-assisted suicide using the Canadian politics concepts. The ruling of the BC Supreme Court on physician-assisted suicide has recently banned the issues since it is considered unconstitutional and it can facilitate the relief and fear from the society (Yosie, 1). Moreover, there is a degree of acceptability in relation to medical practices, such as administering doses of pain medication for hastening death are accepted. In fact, the elimination of laws against physician-assisted suicide can offer a chance for some patients to end their struggle with incurable disease. There is a counter argument in relation to physician-assisted suicide, whereby if the laws against the issue were eliminated this would increase the vulnerability of members of the society like the aged, cognitively impaired and disabled. The other hand, the opponents of the resent BC decision are applying politically charged terms for expressing their concerns, though the truth lies in these extremes. Furthermore, physician-assisted suicide is not considered ultimate salvation for patients suffering from incurable diseases, and it is not a catalyst for mass murdering the elderly or cognitively impaired. The British Colombia Supreme Court ruling has eliminated the criminal code ban on physician-assisted suicide, whereby the court declared the law against assisted suicide to be invalid. In addition, there was suspension by the judge concerning the declaration for allowing Federal Government time to draft legislation with a ruling perception. In fact, during the period of suspension, there was a constitutional exemption for implementing the

Education and Employment Issues in Malaysia

Education and Employment Issues in Malaysia Introduction Education is rapidly in Malaysia since independence. Education in Malaysia consist five stages of education which are pre-school, primary education, secondary education, tertiary education and post-graduate education. Education can be seen as the process which is transmits its knowledge, values and skills from one generation to the next generation. In this education is not used only to instill the values and norms of a given society. Different forms of education have different stucture of learning that define the learning process. Education is as a tool to reduce poverty, restructure the economy and to raise the standard of living for the people in this country. The government must take a serious stand of the on the development of higher and smooth education to work transition. Education is one of the most important investment that country can make it to reducing poverty and inequality. With education, it give a people critical skills and tools to help them better to provide for themselves and their children. Besides, it can helps people to work better and create opportunities for sustainable economic growth now and into the future. Girls and boys who learn to read, write and count will provide a better future for families and country. In short, education has the power that can make the world a better place. The raising of quality education in the country is critical for Malaysia to achieve a high performing education system which provides the human capital needed for a high income economy. It is important to ensure the stability of the individual in social function whereas good education gives way to the status of a job and a good salary, contribute positively to the sosioeconomy impact and generate psychological development. Many of issue that faced by Malaysia’s education system in managing the transition of those who complete their studies as they enter the world of work such as the problem of job mismatches, gender imbalance in education and so on. So this topic can analyze what issues that faced by Malaysia’s education system. Problems faced by employers in hiring fresh graduates From the graph above the command problems is poor command of English (55.8%) and these skills are lacking among new graduatres. Fresh graduates must have skills when they are applying a job which are devide to two categories comprising hard skills and soft skills. Hard skills is a mastery and practice of a body knowledge whereas soft skills are the development of largerly inter and itra-personnel skills. Issues in education The problem of job mismatches Mismatches of qualifications with employers’ needs means that what is expected by the employers in the job market does not match (Kalaimagal and Norizan, 2012). Lack of experience are the major cause of unemployment among fresh graduates. The market is oversupplied with young and inexperience graduates as the number of graduates increasing over the year. The graduate oversupply has resulted that imbalance of the number graduates in the relation of the job opportunities available in the market. According to the article on â€Å"Close to half of Malaysian graduates either jobless or employed in mismatches fields†, which is attributes up the 40% public university graduates in Malaysia are either jobless or are stuck in mismatches occupation on July 27, 2013. In this article, one of the ways of overcoming such problems is to encourage more (graduates) to be more entrepreneurial and to do that, must ensure they have more experience that will enable them to be more sustainable. Among the reason side for the unemployment was the lack of language proficiency particularly in English as well as not having sufficient knowledge and competency in the jobs that they applied for. The skills mismatches between employers and worker is one is one of many reasons leading to high graduate unemployment. Malaysia has produced many skilled workers in IT, science, and professional graduates that were aim to increase RD and raise productivity in our key leading sectors. The absence of quality leading institutions to absorb the lead such initiatives has resulted in high unemployment. Gender Imbalance In Education Gender inequality in education and employment poses a major challenge to development. The female advantage in terms of tertiary enrolment does not necessary directly into advantageous participation in the labour market. Although women are likely more than man to have a university education, female graduate are more likely than male graduates to be lower paying jobs or to be unemployed. Female enrolment has outnumber of males and this phenomenon has been attributed to the new gender gap. Closing the gender gap education has now become a development priority. This identified that education is the primary vehicle for woman that not only to build basic capabilities but also to play a meaningful role in bring equitable social and economic development. The government regards education is an important tool to empower the women of Malaysia and constantly strengthened its education system in addition to providing more educational opportunities for woman. Now, in our system woman in Malaysia are attending universities and are enrolled in various courses such as arts and humanities, science and technology as well as vocational and technical field. Males need to perform well at the school level in order to compete for places in university. Fewer high paying jobs would be available to men leading to changes in future workforce composition. Table 8.3 below in 2013 show the percentage and ratio of students at public higher education institutes by gender. Percentage of female students is the higher which is 61.02% than the male students which is 38.98%. This data showed the imbalances of gender between female and male students. This is because female students more to hardworking and to study in the higher instituition than male students. Lack of Science and Technical Graduates Malaysia is going to the rapid shift of production based economy to knowledge-based economy, so companies are progressively needed more of science and technical graduates. On the other hands, new graduates who are not meeting needs of industry due to the lack of crucial skills and innovations. So, it will be difficult when many companies are not willing to invest time and money to train new graduates due to budget and time constraints because companies have to conduct training workshops and courses which can be typically take up to two years. Some employers poor in English command of the English language among fresh graduates. In general, local graduates are highly qualified but not proficient in English language. Lack of skills issue Soft skills are nontechnical skills such as communication, management and leadership which are required to successful practice. This is because majority of students are not confident with their soft. Soft skills are very important in securing a job in the job market. They are unable to communicate effectively because they lack confident and have a poor command in English language. In addition, local companies are demanding English proficiency too (The Star, 10 April 2011). Even local company, they are looking for graduates who are creative, inventive and bold to success in the market job. It had stated that most employees require workers to possess qualities such as good attitude, strong work ethics, and the ability to communicate well, a willingness to learn and to contribute new ideas. It has been acknowledge by the general consensus of Malaysian employers that Malaysian graduates lack the soft skills although are well trained in their areas of specialization (Nurita, Shaharudin, Ainon, 2004). Soft skills is the most important skill, this is because they have to communicate clearly and persuasively during the job interviews. Malaysian education system focus to exam oriented. So, for those who complete their studies have a lack of these skill is common everywhere. Here, new graduate are a little more aware about it now and there has been a slight improvement but the challenge are the same. There is a fear of failure or being put in the spotlight. The Ministry of Higher Education (MOHE) has identified seven soft skills that should be possessed by all graduates as indicated in the Module for the Development of Soft Skills for Higher Learning Institution Malaysia, 2006 which include the skills for tertiary institutions need to inculcate among the local graduates: critical thinking and problem solving skills, communication skills, lifelong learning and information literacy, team working skills, professional ethics and morality, entrepreneurship skills and leadership skills. Soft skills are identified as generic skills and require training in contrast to hard skills which are associated with procedures or tasks that are observable, quantity and measurable. In facing the challenge of the job market, soft skills are required by university graduates. So, learning in tertiary classroom has moved away from teacher-centered to student-centered learning. Thus, it can be a necessary for those are searching a job nowadays especially for new graduates. Our system is through exam oriented, so many of the student are lack in their soft skills. In other to work transition is the supply of work to new fresh graduates are little bit. Many of company now need a graduates who have a soft skills that will be an innovative persons. So, our Malaysian education system must improve their system which is exam oriented. Another academic in a private institution of higher learning commented on lack of leadership in his institution. Poor leadership and lack of commitment and motivation from top management is one of the main reasons which creates a barrier to the growth and effectiveness of many private institutions and management school. A number of institutions employ retired academicians to occupy prime and decision-making positions and many of these retired academics lack vision, motivation and commitment with no interest in promoting the institutions and management education. Quality Issue Companies overwhelmingly agree that the content and quality of local university education do not adequately prepare students for the workforce while a weak basic education is also to be blame for producing graduates with adequate soft skills. The Malaysia education system must to differentiate between the various type of unemployment graduates, the reason why they are unable to find a work, and the interventions that must be taken to help them find employment. One possible explanation for the relatively high rate of graduate unemployment could be employers unwillingness to offer the level of compensation needed to meet the expectations of recent graduates and attract the required talent. So, Malaysia need to address the mismatch in skill formation and build a functioning feedback mechanism between educational institutions and the industry. A university of Malaya seven year longitudinal study of the school work transition (Nagaraj et al., 2009: 219) found that university graduates to have low regard for creativity and for risk taking. This bring us that fresh graduates increasingly view of the ability to think critically and creatively, and work independently. But graduates from Malaysian Universities seem to be lacking in these areas. In addition, government should look at improving incentives and recruitment for them for promoting professional development and career management (text book) Through the analysis of the current performance of national education based on the blueprint, government public examination lack of the ability to assess and reflect objectively the academic proficiency of students. This according to not only did our students performed poorly in higher level thinking, they also had difficulties with basic knowledge. This shows it is a very serious problem in managing the transition of our students. Besides, the public perception of the quality of education from industry perspective is based on the graph below. Industry perspective is refer to employers opinions about university graduates and these can be into five weaknesses listed as follows (Jobstreet survey, 2011): (1) unrealistic salary demands, (2) bad character, attitude and personality, (3) poor command of English language, (4) lack of good communication skills, (5) too choosy about the job. Thus, issues are faced by Malaysias education system are students problem to more to their attitude. The problems not only in the students knowledge and learning skills but also in their ways to interacting with people and handle their personal matters. Conclusion As the conclusion, Malaysian education system must have an incentive to managing work transition for those who complete their studies as they enter the world of work because many of fresh graduates had been seen was unemployment phenomenon. We notice there is over-emphasis on the number of students enrolment. This has reflected that our education is pay more attention to quantity instead of quality. The issues such as the problem of job mismatches, gender imbalance in education, lack of science and technical graduates, lack of skills issue, quality issue can be a problem for education system in managing for those who complete their studies as they enter the world of work. This bring us that fresh graduates increasingly view of the ability to think critically and creatively, and work independently. Then, issues are faced by Malaysias education system are students problem to more to their attitude. The problems not only in the students knowledge and learning skills but also in their ways to interacting with people and handle their personal matters. This problem can be overcome among the students if they have alternatives to change their attitude. Thus, the work transition will be going smoothly. References Azina Ismail. (2011), Graduates’ Characteristics And Unemployment: A Study Among Malaysian Graduates at https://www.google.com.my/url?sa=trct=jq=esrc=ssource=webcd=1cad=rjauact=8ved=0CBwQFjAAurl=http%3A%2F%2Fijbssnet.com%2Fjournals%2FVol_2_No_16_September_2011%2F11.pdfei=q3VYVI3EMJS uQTtsoDwAQusg=AFQjCNG_ZNPiJMafyPAb3f2z9pKlwkR7ewsig2=oY8T8Hod1JLQLQzlES7X0wbvm=bv.78677474,d.c2E Yu Ji. (July 27, 2013). Close to half of Malaysian graduates either jobless or employed in mismatches fields. The Star. Zainah Anwar. (July 13, 2007). Why boys are lagging behind girls. New Straits Times. Kalaimagal and Norizan. (20121), Employment issues among Malaysian information and communication technology (ICT) graduates: A case study at https://www.google.com.my/url?sa=trct=jq=esrc=ssource=webcd=8cad=rjauact=8ved=0CEgQFjAHurl=http%3A%2F%2Fumexpert.um.edu.my%2Ffile%2Fpublication%2F00005131_86042.pdfei=63pjVNeGBY6yuATRpoLgDwusg=AFQjCNHi_NvMbvrYEErFjGF5k7XxzkuTuAsig2=m1lBnW15DbwSByNTxHDzMQbvm=bv.79189006,d.c2E The star (2011). Employment, Pg. F20, 10 April 2011. Nurita, Shaharudin and Ainon (2004). Percieved employability skills of graduating students: Implications for SMEs. Ministry of Higher Education, Malaysia, Module for the Development of Soft Skills for Higher Learning Institution Malaysia, 2006. Azmi Anshar. (2011), Don’t fret, let gender ratio evolve naturally at http://www.perdana.org.my/emagazine/2011/07/nst-dont-fret-let-gender-ratio-evolve-naturally/ Blueprint: https://www.google.com.my/url?sa=trct=jq=esrc=ssource=webcd=1cad=rjauact=8ved=0CBwQFjAAurl=http%3A%2F%2Fjpt.moe.gov.my%2FPENGUMUMAN%2FGE%2520blueprint%25202012-2017.pdfei=D7h0VKm6Bo6CuwSgu4KQCwusg=AFQjCNFlZFST4__guwp25NKpubE_7olKBAsig2=dMhw3RXGPOLNDYtfC81N5wbvm=bv.80185997,d.c2E reforming national education https://www.google.com.my/url?sa=trct=jq=esrc=ssource=webcd=3cad=rjauact=8ved=0CCgQFjACurl=http%3A%2F%2Fklscah.org.my%2Fwp-content%2Fuploads%2F2013%2F07%2FReforming-National-Education.pdfei=gEZ3VIbGB4eyuASotIKYCgusg=AFQjCNFWXtxgfKhdXtDptdW2cipR6Dqb4wsig2=UBgLZwYQayOstiRFIPbewQbvm=bv.80642063,d.c2E Nagaraj, S.; Chew, S.B.; Lee, K.H.; and Rahimah, A.H (eds.) (2009), Education and Work: The world of Work, Kuala Lumpur: Faculty of economics and administration, University of Malaya. jobstreet.com http://www.jobstreet.com.my/aboutus/preleases163.htm Malaysia educational statistics 2014 https://www.google.com.my/url?sa=trct=jq=esrc=ssource=webcd=2cad=rjauact=8ved=0CCYQFjABurl=http://emisportal.moe.gov.my/emis/emis2/emisportal2/doc/fckeditor/File/Quickfacts_2014/Buku%20Quick%20Facts%202014.pdf?PHPSESSID=6f0e912c366b9e08e2d1e97d78f59373ei=aXd3VOydH8O-uATHhYDQDgusg=AFQjCNFKlEP6LDq7xuUucVm8OZKGCdx08gsig2=yOHEjtw6Cmm1jilkqSq0wwbvm=bv.80642063,d.c2E

Essay --

â€Å"ACCOUNTABILITY AND TRANSPARENCY IN GOOD GOVERNANCE† GROUP MEMBERS: -Saba naz (51) - Fizza Farrukh (16) RESEARCH ARTICLE According to Etounge Manguella: â€Å"Good Governance implies presence of rule of law, safeguard of human right, existence of honest government, accountability, transparency, predictability and openness† It is a legitimate, accountable, and effective way of obtaining and using public power and resources in the pursuit of widely-accepted social goals. Good governance has got great significance in our state as the problems of corruption, red tapism and inefficiency crept in the internal structure of our country. Today good governance not only occupies central place in our state but also regarded as crucial element in building nation. Nation cannot flourish in the absence of good governance. It is the need of an hour. Without the presence of good governance, no country can play pivotal role in the orb. It is regarded as the soul of country. Governance is very pertinent in every sphere of life, whether it is house or office, good governance is needed to perform effectively. It also provides strong foundation for the developmental process. Accountability: Accountability is one of the major characterstic of good governance. Lack of accountability has been creating tension since independence. Improper usage of funds, increasing rate of inflation, Pakistan is also under debt trap. It is all happening due to absence of accountability. Corruption can easily be removed with proper channel of accountability. Check and balance is very essential for the maintenance of funds This is the age of living transparently. A visible change has been brought in the culture of all financial players – Finance Ministry an... ...many facets of the State machinery, particularly those that have an interface with the public. v) Lack of credibility – the gap between the intent and the actions – of some institutions in society. vi) Inadequate application of rules, evasion of taxes and failure in getting timely justice. vii) Existence of a significant number of voiceless poor with little opportunities for participating. viii) Deterioration of physical environment in the urban and rural areas The World Bank has recently released a report on governance indicators for the period 1996-2004 covering 209 countries. The report, covering six governance indicators including voice and accountability, political stability, government effectiveness, regulatory control, rule of law, and control of corruption, shows that Pakistan’s ratings remain low and have somewhat deteriorated over the period.

Jesus the Son of God: Gospel of Luke Essay

According to the book of Luke, Jesus is presented as the savior of both Israel and the whole human race. The birth of Jesus was foretold by Angel Gabriel when he appeared to Virgin Mary (Luke 1:26 – 38). He announced that Mary would give birth to a child whose name would be â€Å"the Son of the Most High†. Since Mary was a virgin she wondered how this would be but the angel told her â€Å"the Holy Spirit will come upon you and the power of the Most High will overshadow you† (Luke 1: 35). Indeed this would be a special birth. Mary was pledged to be married to Joseph who was in the linage of King David. This had to be, in the fulfillment of the Old Testament prediction that Jesus was to be born in the lineage of David. Jesus’ birth happened in Bethlehem, in manger and a great company of heavenly host appeared with the angel praising God (Luke 1: 13) Shepherds came to see the baby at Bethlehem. At a very young age of 12 years Jesus already knew who he was and everyone was amazed at his â€Å"understanding and his answers†. Jesus knew he was the Son of God because after 3 days of search by his parents at Jerusalem they found him at the temple. Upon asking him where he had been, he wondered why they were searching for him yet he was in his Father’s house. (Luke 2:49) Jesus dramatic baptism also went further to prove that Jesus was not an ordinary person. As John the Baptist was baptizing Him, heaven was opened and the Holy Spirit descended on him in the form of a dove and a voice came from heaven declaring â€Å"You are my son whom I love, with you I am well pleased† (Luke 3: 22). Jesus’ lineage revealed that he was in the lineage of Adam who was the Son of God. Satan also was fully aware of the Sonship of Jesus while he was tempting him in the desert. He wanted Jesus if he was the Son of God to turn stones into bread. (Luke 4: 3) It is worth noting that while it took a long time for the people including his disciples to notice that Jesus was the Son of God, the demons or evil spirits could immediately recognize he was indeed the Son of God. (Luke 4: 34, Luke 8: 28). In such instances, the demons identified him as the â€Å"Son of the Holy one of God†. Being the Son of God, Jesus had the power and authority to give orders to evil spirits he was able to perform various miracles including raising some people upon the dead. Simon was the first person to come very close in identifying whom Jesus was, this could be seen when Jesus performed the miraculous catch of fish. Peter was so amazed that he became afraid, realizing who Jesus was. (Luke 5: 8). Jesus also had the authority to forgive sins. It is worth noting that this was very symbolic because no one else could forgive sin apart from the person sinned against, who was God. Throughout his teachings Jesus constantly used parables to teach, no other parable came close to describe him as the Son of God than the parable of the tenants. In this parable, Jesus describes how the owner of the vineyard (God) would send his Son (Jesus) because the people might respect him but they threw him out of the vineyard and killed him. This was also a prediction of his death. While Jesus was passing through Jericho, we also see the blind beggar adding another tag to Jesus, Son of David (Luke 19: 38 – 39). This how the people then understood who Jesus was, the son of David. From this account, it seems people only knew him as the son of David. However, Jesus clarified further, who he was. Although he did not say directly, he cleared the air on the issue of whose son he was. He quoted Psalm 110: 11 to indicate that David called the Christ Lord thus Jesus could not be David’s son. During the last supper, Jesus continued to predict his betrayal and death. He intimidated to his disciples that he was conferring the Kingdom to them just as God; his Father had conferred it to him. At the Mount of Olives just before his arrest, Jesus was in anguish and beseeched God his father to take the cup (death on the cross) from him. The cup could not be taken away because his mission had not been accomplished yet. Jesus in most cases also identified himself as the â€Å"Son of Man† (Luke 5: 24, Luke 6: 5, Luke 7: 34). This was another way of saying the son of God. Peter later exactly defined who Jesus was. When Jesus asked his disciples who he was, Peter pointed out that he was â€Å"The Christ of God† to which Jesus retorted that this should strictly not be told to anyone. Jesus in this case perhaps did not want to receive undue attention especially from the establishment because he would turn out to be a threat to the authorities and his mission of seeking and saving those who were lost would not have succeeded. It was after Jesus had sent out the seventy-two who he sent out two by two and they came back full of joy because of their accomplishment, that Jesus for the first addresses God directly as his Father (Luke 10: 21 – 22). Jesus here acknowledges that his Father has committed everything to him, and he reiterates that no one else knows who the Son is except the Father. We learn from here that for anyone to know whom the Son is it has to be revealed to him by the father- God. This is the reason why despite how obvious it was, many people of Jesus’ time including his disciples could not understand who he was. While Jesus could not reveal himself to the people while he was running his ministry, this was to change when he was to come the second time. The ‘Son of Man’ after facing many sufferings will have ‘his day’ which will be ‘like the lightening’ (Luke 17: 22 – 37). After Jesus’ arrest, he was then taken before Pilate and Herod, but before that, the teachers of the law and the chief priests interrogated him to find something to accuse him with. When they asked Jesus who he was, he affirmed indeed he was the Son of god and they found grounds of Blasphemy to pin Jesus with (Luke 22: 66 – 70). By declaring, he was the son of God it meant he was equating himself with God, which was blasphemy. The solders also used this basis to mock him, challenging him if he was the Son of God the ‘Chosen one’ to save himself. After he resurrected a proof that indeed he was the Son of God he ascended to heaven but promised the Holy Spirit who the Father had promised. REFERENCE Scriptures have been taken from the Holy Bible (NIV). 1984 International Bible Society.

Fear of Foods Quiz

Fear of Food Quiz 1 * * Question 1 0. 5 out of 0. 5 points | | | Prepare:  Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: The author refers to a phenomenon called the â€Å"omnivore’s dilemma. † Which of the following is best describes the  eating habits of an omnivore? Answer| | | | | Selected Answer:|   Ã‚  Black bears eat trout, elk, and bison as well as berries, nuts, roots, and honey. | | | | | * Question 2 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein.Question: Humans are  omnivores  and can eat a wide variety of foods from both plant and animal origin. Answer| | | | | Selected Answer:|   Ã‚  True| | | | | * Question 3 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: What is the evolutionary advantage of an omnivore approach to eating? Answer| | | | | Selected Answer:|   Ã‚  Ability to survive on a wide range of fo ods found in different environments| | | | | * Question 4 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein.Question: Matt is following a  Paleolithic Diet  consisting of fish, grass-fed meats, vegetables, fruits, fungi, roots and nuts. Is Matt an  omnivore? Answer| | | | | Selected Answer:|   Ã‚  Yes| | | | | * Question 5 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: Which of the following food groups is missing in Matt’s Paleolithic diet that consists of fish, grass-fed meats, vegetables, fruits, fungi, roots and nuts? Answer| | | | | Selected Answer:|   Ã‚  Grains| | | | | * Question 6 0. 5 out of 0. 5 points | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: What is the evolutionary advantage of an omnivore approach to eating? Answer| | | | | Selected Answer:|   Ã‚  Ability to survive on a wide range of foods found i n different environments| | | | | * Question 7 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: Which of the following best describes the â€Å"omnivore dilemma? †Answer| | | | | Selected Answer:|   Ã‚  A diet consisting of many different foods coupled with a natural anxiety about safety| | | | * Question 8 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: Why is concern about food safety a natural outgrowth of an omnivore’s diet? Answer| | | | | Selected Answer:|   Ã‚  Wariness about unfamiliar foods reduces the risk of accidental poisoning| | | | | * Question 9 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: In a market economy the consumer is removed from the food producer. Answer| | | | | Selected Answer:|   Ã‚  True| | | | | * Question 10 0. out of 0. 5 points | | | Prepare: Rea d pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: Which of the following statements best describes how an industrialized food supply causes worry about what happens to food before it reaches the consumer? Answer| | | | | Selected Answer:|   Ã‚  Consumers have no direct contact with food producers and must rely on middlemen| | | | | * Question 11 0. 5 out of 0. 5 points | | | Prepare: Read pages 1 & 2 in  Fear of Food  by Harvey Levenstein. Question: The author is most concerned about this particular type of â€Å"food fear. Answer| | | | | Selected Answer:|   Ã‚  Fears fostered by trusted scientific, medical, and governmental authorities| | | | | * Question 12 0. 5 out of 0. 5 points | | | Prepare: Read pages 2 & 3 in  Fear of Food  by Harvey Levenstein. Question: How did the decline in home food production and preparation foster food fear? Answer| | | | | Selected Answer:|   Ã‚  It eroded the trust relationship between the food producer and the cons umer| | | | | * Question 13 0. 5 out of 0. 5 points | | | Prepare: Read pages 2 & 3 in  Fear of Food  by Harvey Levenstein.Question: According to the author, how did industrialization of the food supply increase opportunities for altering foods in ways that were detrimental to health? Answer| | | | | Selected Answer:|   Ã‚  It increased the number of intermediaries between the food producer and consumer| | | | | * Question 14 0 out of 0. 5 points | | | Prepare: Read pages 2 & 3 in  Fear of Food  by Harvey Levenstein. Question: What did nutrition scientists do that set the stage for modern anxiety about food? Answer| | | | | Selected Answer:|   Ã‚  Declared food dangerous to your health| | | | * Question 15 0. 5 out of 0. 5 points | | | Prepare: Read pages 3 & 4 in  Fear of Food  by Harvey Levenstein. Question: The author suggests that to make profits the food industry sometimes fosters food fears. Answer| | | | | Selected Answer:|   Ã‚  True| | | | | * Question 16 0. 5 out of 0. 5 points | | | Prepare: Read pages 3 & 4 in  Fear of Food  by Harvey Levenstein. Question: The author criticizes these authorities for enhancing their importance by provoking food fears. Answer| | | | | Selected Answer:|   Ã‚  Public health officials| | | | | * Question 17 . 5 out of 0. 5 points | | | Prepare: Read pages 3 & 4 in  Fear of Food  by Harvey Levenstein. Question: According to the author, as people become more urbanized they increasingly rely on this source for information about food. Answer| | | | | Selected Answer:|   Ã‚  Media| | | | | * Question 18 0. 5 out of 0. 5 points | | | Prepare: Review pages 1-4 in  Fear of Food  by Harvey Levenstein. Question: Would the author agree with this statement: â€Å"Good taste is the worst guide to healthy eating? â€Å"Answer| | | | | Selected Answer:|   Ã‚  No| | | | | * Question 19 0. out of 0. 5 points | | | Prepare: Review pages 1-4 in  Fear of Food  by Harvey Levenstein. Question: Does t he author believe that scientists stoked food fears by placing greater importance on nutrients than on food itself? Answer| | | | | Selected Answer:|   Ã‚  Yes| | | | | * Question 20 0. 5 out of 0. 5 points | | | Prepare: Review pages 1-4 in  Fear of Food  by Harvey Levenstein. Question: Would the author agree that greater self-indulgence in terms of enjoying food without fear is a healthy approach to eating? Answer| | | | | Selected Answer:|   Ã‚  Yes| | | | |