18062 research outputs found
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Cenabis Bene: A Culinary Odyssey through Apicius
No full textApicius is the sole surviving cookbook from classical antiquity; as such it is invaluable for what it tells us about ancient feasting customs. Yet the gluttony typically associated with classical antiquity has no place in Apicius beyond the art that is inherently associated with food; we are not so much given a seat at the cena (dinner) as we are led into the kitchen, handed an apron, and instructed to cook. This critical analysis explores each recipe not only on the surface—i.e., examining the ingredients and recreating selected recipes—but also on a deeper level, lifting food above its concrete reality to examine it as an abstract concept, what I have deemed “meta-food”; this uplifting allows us to better understand humanity, for we are the sole definers of food, and thus we are reflected in what we eat.
Throughout this thesis, I analyze the ever-changing perceptions of food, from meaningless to meaningful, over the thousands of years that connect us to our ancestors. My intention is not merely to point out coincidences across history but instead to emphasize the ways in which food has shifted from an entirely meaningless concept (i.e., being simply fuel) to one that is entirely meaningful (i.e., reflecting humanity). As meta-food as a concept is entirely relational—i.e., food is not food until we define it as such, and what each of us considers food is largely dependent on societal constructions—it is constantly in flux. Thus, examining a society’s perceptions of “food” provides great insight into human dynamics—not just in terms of religion, poetry, art, culture, or literature, but also in terms of power. Food is quite readily co-opted as a status symbol; numerous dishes in Apicius and other contemporary culinary texts evince attempts by the upper classes to distinguish themselves from the lower classes through food. Interestingly, many of these “gourmet” dishes (such as boiled eggs) are seen as commonplace today and vice versa. This seemingly arbitrary line between what is considered gourmet or not demonstrates the concept of hegemonic struggle; by drawing boundaries between what is eaten or considered food, societally-constructed hierarchies persist. Each of us must eat to survive, but food is more than survival, and it is certainly more than just food. It is a reflection—a beautiful yet powerful mirror—of all humanity
Taking on the Ethical Obligation of Technology Competency in the Academy: An Empirical Analysis of Practice-Based Technology Training Today
No full textToday\u27s lawyers must be technologically competent, per Model Rule of Professional Conduct 1.1. Law schools and law firms were keenly aware of this expectation and summarily responded. While law firms offered more professional development opportunities, law schools began offering various courses focusing on technology skills. These courses have increased and evolved over time as the curriculum has changed with the technology. First, we present the evolution of ethical requirements surrounding legal technology competency and offer a description of the lawyering competency models most discussed today. We then review data about technology trends at the most innovative law firms and examine curricular offerings in technology or technology-related fields at American Bar Association-accredited law schools. Next, we offer a comparative analysis of multiple empirical studies to determine whether key areas of technology training were reflected in the legal education curriculum and were sufficient to meet ABA ethical expectations. Finally, we recommend solutions law schools may implement to increase technology instruction, services, and infrastructure to meet ethical standards. ABA-accredited schools should implement these recommendations in light of ABA Standard 301(a), the forecasted changes planned by the National Conference of Bar Examiners, and the new virtual practice landscape set by the COVID-19 pandemic
Using Game-Based Learning Activities to Promote Foundational Literacy Skills, Inclusion, and Equity
No full textLearning-by-doing is one of the influential concepts that the prominent American philosopher and education reformer, John Dewey (1859-1952) emphasized. The purpose of the paper is to demonstrate how foundational literacy skills, inclusion, and equity can be achieved through game-based learning activities. Foundational literacy skills include phonological awareness, phonics, and word knowledge which are the essential skills to master vocabulary skills – reading, spelling, and semantics. Three activities will be introduced in this paper and the audience will be invited as immediate participants if possible
The Impact of Adolescent Maternal Age on Neonatal Outcomes and Neurodevelopment
No full textTo explore the association between maternal age and obstetric and neonatal outcomes with a focus on adolescent women between the age of 18 to 21 years. Secondary Analysis of RO1 cohort study. Maternity departments of six hospitals in Connecticut - Hartford Hospital, UConn John Dempsey Hospital, Saint Francis Hospital, Manchester Memorial Hospital, William W. Backus Hospital, or other - with relation to The University of Connecticut or Connecticut Children’s Medical Center. The primary outcomes were maternal and neonatal outcomes measured in addition to neonatal neurodevelopment. Neonates born to adolescent mothers exhibited lower birth weight (p=0.004). Based on the Bayley Scales of Infant Development, neonates born to adolescent mothers exhibited developmental delays in expressive language at 8-12 months (p=0.023) and receptive language at 18-24 months (p=0.057). Neonates experienced motor delays at the 8–12-month mark (p=0.03). Infants born to adolescent mothers between the age of 18 to 22 years of age may weigh less at birth and exhibit developmental delays in language and motor skills. The results from this study support the findings in the literature regarding teenage mothers and infant neurodevelopment. Similar to mothers of advanced maternal age, there may be a reason to consider adolescent mothers at high risk for neonatal outcomes if there is a lack of parenting knowledge or prenatal care (Ryan-Krause et al., 2009). Research should continue to examine potential interventions - knowledge of child development and appropriate parenting techniques - to mitigate the developmental outcomes of children of adolescent mothers
Racial Microaggressions: Experiences Among International Students in Australia and its Impact on Stress and Psychological Wellbeing
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“It can be chaos here” International student experiences of U.S. higher education during the COVID-19 pandemic
No full textCoping Strategies Used by Indian International Students to Overcome Transitional Challenges in the United States
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