Humorous Wedding Roast for Groom Who Plays Football and Likes to Drink :: Wedding Toasts Roasts Speeches

Humorous Wedding Speech for a Groom Who Plays Football and Likes to Drink On behalf of the bridesmaids, I’d like to thank you, Victor, for those kind words. It was a pleasure keeping you company at the altar this morning and I’m always pleased to see more of the competition getting married off – especially with all these lovely bridesmaids around. When I started thinking about doing this speech, I found it curious that all the wedding speeches I've heard, without exception, blatantly and disgracefully set out to demolish the character of the groom. Well frankly, Victor’s worthy of better treatment that - and there’s no better way to point people in the right direction to view Victor’s worth than via his passions. And in recent weeks, Victor’s single passion has been to provide Robin the wedding she’s always dreamed of – and he’s spared no expense. I mean, just look at this venue. I can well understand why they decided this was the place to get married – packed full of history and romance. In fact, right in the corner of the room there’s an old underground escape passage that takes you right out of the building - its true! It’s the corner Robin was repeatedly glancing at during the ceremony. At school, I remember, Victor had two passions: music and soccer (football). He dreamed of playing the guitar like Jimi Hendrix and playing soccer like David Beckham. Unfortunately, he ended up playing the guitar like Beckham and playing soccer like Jimi Hendrix – a very stoned Jimmy Hendrix on crutches. Eventually, he did improve and it’s been a lasting passion ever since. He actually became quite a good player and when I joined his football club I was fortunate enough to play along side him at centre back, where he taught me everything I needed to know about how to avoid tackling, heading and scoring goals. But being new to the team I couldn’t understand why, after each game in the changing room showers, Victor always wore a Gimp mask. And as everyone here who went on his stag (bachelor’s party) will testify, that’s another passion that still lurks deep. After leaving school, Victor appeared to develop a passion for horticulture. To quote his mother, ‘Victor’s collection of moldy plates was very impressive, he had a regular penicillin factory under that bed of his.’ He also developed a passion for driving - especially driving fast cars. Humorous Wedding Roast for Groom Who Plays Football and Likes to Drink :: Wedding Toasts Roasts Speeches Humorous Wedding Speech for a Groom Who Plays Football and Likes to Drink On behalf of the bridesmaids, I’d like to thank you, Victor, for those kind words. It was a pleasure keeping you company at the altar this morning and I’m always pleased to see more of the competition getting married off – especially with all these lovely bridesmaids around. When I started thinking about doing this speech, I found it curious that all the wedding speeches I've heard, without exception, blatantly and disgracefully set out to demolish the character of the groom. Well frankly, Victor’s worthy of better treatment that - and there’s no better way to point people in the right direction to view Victor’s worth than via his passions. And in recent weeks, Victor’s single passion has been to provide Robin the wedding she’s always dreamed of – and he’s spared no expense. I mean, just look at this venue. I can well understand why they decided this was the place to get married – packed full of history and romance. In fact, right in the corner of the room there’s an old underground escape passage that takes you right out of the building - its true! It’s the corner Robin was repeatedly glancing at during the ceremony. At school, I remember, Victor had two passions: music and soccer (football). He dreamed of playing the guitar like Jimi Hendrix and playing soccer like David Beckham. Unfortunately, he ended up playing the guitar like Beckham and playing soccer like Jimi Hendrix – a very stoned Jimmy Hendrix on crutches. Eventually, he did improve and it’s been a lasting passion ever since. He actually became quite a good player and when I joined his football club I was fortunate enough to play along side him at centre back, where he taught me everything I needed to know about how to avoid tackling, heading and scoring goals. But being new to the team I couldn’t understand why, after each game in the changing room showers, Victor always wore a Gimp mask. And as everyone here who went on his stag (bachelor’s party) will testify, that’s another passion that still lurks deep. After leaving school, Victor appeared to develop a passion for horticulture. To quote his mother, ‘Victor’s collection of moldy plates was very impressive, he had a regular penicillin factory under that bed of his.’ He also developed a passion for driving - especially driving fast cars.

The Importance of a Good Supervisor Essay examples -- Business Managem

Nurturing a child is comparable to supervising employees. They are both two of the most crucial roles any one can perform, however only a small number of people are satisfactorily taught or qualified to do them. For the most part people learn by trying different alternatives with varying amounts of achievement. This paper will describe the role of a supervisor in a typical organization, covering three traits of an effective manager and how these traits fit the four functions of management. This paper will also examine the relationship between managers, supervisors, and employees, and how these relationships assist in guiding organizations to achieve their maximum potential. Finally, this paper will assess and describe the importance of finding the right employee and the challenges supervisors face in a multicultural society. The functions and responsibilities of a supervisor will vary based upon the duties that the supervisor was appointed to oversee. Components such as the supervisor’s trade, business and division all play a part in establishing the duties and responsibilities. There are many roles a supervisor may have in a standard organization. As a supervisor motivates, nurtures, and guides people as they work, a supervisor will distinguish the best people for the job (Cassidy & Kreitner, 2010, p. 9). Communicating in writing or orally to others, delivering information competently to meet the needs of the audience is another important role of a supervisor. They need to give their total attention to others’ responses, taking the time to absorb the views, ask questions if needed and then adjust procedures in accordance to those responses. There are many traits that a supervisor should possess. Effective ... ...otential. Finally, this paper assessed and described the importance of finding the right employee and the challenges supervisors face in a multicultural society. Works Cited Cassidy, C., Kreitner, R. (2010). Supervision: setting people up for success. p. 8-199. Mason, OH: South-Western Cengage Learning. Daft, R. (2010). Innovative management for turbulent times. Chapter 1, p. 8. South-Western Cengage Learning. Retrieved from http://www.ppt2txt.com/r/9d2a1ad4/ Erickson, R. (27 July 2005). How to hire the right employee for the job and your company. Retrieved from http://www.googobits.com/articles/1810-how-to-hire-the-right-employee- for-the-job-and-your-company.html Moglia, T. (Author). (1997). Supervising for success: A guide for supervisors. Retrieved from http://site.ebrary.com/lib/ashford/Doc?id=10058839

Females According to Christina Rossetti and Mary Wollstonecraft Essay

Females According to Christina Rossetti and Mary Wollstonecraft What is it that separates and elevates human beings from the rest of the animal world? It is the ability to logically explain an action, decision, or conviction; it is the capacity to reason. As Rousseau states, â€Å"Only reason teaches us good from evil† (Wollstonecraft 238). According to him, as well as countless other intellectuals of the eighteenth and nineteenth centuries, through the exercise of reason men become moral and political agents. Of course, this Enlightenment theory does not include women. Rousseau declares his opinion of the female, â€Å"O how lovely is her ignorance!† (253) The woman is the man's fantasy, the man's student, the man's plaything. Controlled, contained, and defined by the man, the woman is inferior to him and thus, not human. Eighteenth century writer and mother of female liberalism, Mary Wollstonecraft refutes this supposedly natural state of man being superior to woman in her treatise, "A Vindication of The Rights of Woman": It is farce to call any being virtuous whose virtues do not result from the exercise of reason... This was Rousseau's opinion respecting men: I extend it to women....till the manners of the time are changed...it may be impossible to convince [women]that the illegitimate power, which they obtain, by degrading themselves, is a curse, and that they must return to nature and equality ...(239) She proclaims the female to be equally capable of reason as the male. In order for the female to recognize and utilize this capability, society's males and females must alter their prejudicial definition of the feminine. Wollstonecraft addresses the fema... ...cquire virtues which they may call their own, for how can a rational being be ennobled by any thing that is not obtained by its own exertions?† (254) Indeed, it is only when the woman may call her skill, her experience, or her truth, all derived from reason, her own that she shall be independent. As Rossetti states, â€Å"Only my secret's mine...† (6). And, only when the societal norms change, shall the keeping of such a secret be by choice and not necessity. Works Cited Wollstonecraft, Mary. Vindication of the Rights of Women. The Longman Anthology of British Literature. Vol 2A. Ed. David Damrosch. 2nd ed. London: Addison-Wesley Educational Publishers, 2003. 227-255. Rossetti, Christina. â€Å"Winter: My Secret.† The Longman Anthology of British Literature. Vol. 2B. Ed. David Damrosch. 2nd ed. London: Addison-Wesley Educational Publishers, 2003. 1617.

The American Involvement in the Cold War

The role of America at the end of World War II was where the origins of policing the world originate. America had been engaged in a very costly war in terms of dollars as well as lives. But, despite the expense the United States came out of World War II better than any other nation that was involved. The Second World War was a battle between the Allied and Axis Powers. The Allied Powers consisted of the United States, Great Britain, the Soviet Union, China, and France. This war was seen as the fight against Nazi Germany, and therefore resulted in a majority of the battles fought on German and Russian soil. The aftermath left the Soviet Union in bad shape. Close to twenty million Russians had died fighting the war, which accounted for about eight percent of their population. Conversely, none of the fighting was done on American soil, and while the United States suffered in terms of casualties it was nothing compared to the loss Russia had endured. Because the war would not end until the Axis Powers fully surrendered to the Allied Powers, the United States was forced to use the first atomic warfare in history. The atom bomb would later serve as America's greatest possession. Stalin, the Premier of the Soviet Union had always distrusted the American and English intentions. Because of Stalin's aggression and attitude pertaining to Soviet influence on Europe, the postwar stance on Russia had turned into a standoff. This became the origin of the Cold War. The Cold War, seen as a battle between communism and capitalism, was â€Å"in reality a more complex struggle over a broad range of ideological, economic, and strategic issues. † Over the next several years the United States would spend more money on military and defense than ever before. Several measures were taken to ensure that the same mistakes at the end of World War I would not be repeated. The first in a series of measures was a postwar conference involving President Truman and the Soviet Foreign Minister, V. M. Molokov, where Truman controlled the entire meeting and basically scolded the Soviet's for not honoring agreements on Poland. Truman â€Å"told the Russians just where the got off and generally bossed the whole meeting. † This symbolized America's strong-arm stance against communism and signified the position we would hold throughout the Cold War. The next step in Truman's agenda was to work with Congress to pass the National Security Act of 1947, which was designed to strengthen defense operations. This act created a single Department of Defense, and created the Central Intelligence Agency, or CIA. These two new agencies acted as the first step in atomic warfare management. Continuing to act as police of the world and leader of capitalism, Truman drafted the Marshall Plan. The Marshall Plan, which complemented the Truman Doctrine, â€Å"was a program of large scale economic and military aid to Europe. Considered by some, this was the most â€Å"innovative piece of foreign policy in American History. Where over the next four years the United States contributed over $12 billion to a highly successful recovery effort. † The Soviet Union stilled commanded a blockade on highway, rail, and river traffic to West Berlin. As a result, the United States responded by entering into a peacetime military alliance; this being the first time since the American Revolution. The North Atlantic Treaty Organization (NATO) a project costing $1. billion, enabled the basing of all four United States Army divisions into Western Europe. Twelve nations agreed to sign this pact that stated â€Å"an armed attack against one or more of them in Europe or North America shall be considered an attack against them all. † Consequently, a few months later, Stalin â€Å"lifted the blockade which had made the city a symbol of resistance to communism. † Between the creation of NATO, the National Security Act and CIA, and the Marshall Plan, America was dictating their position with Russia and communism. These measures made it possible for Americans to become more comfortable with the Cold War. While all of these governmental policies were being put into action, Americans were settling back into the ideology of family and free enterprise. The post-war period became one of the most exciting in American history. With the rising economy and feeling of consumerism, Americans were rebounding from their efforts in World War II. Capitalism was on the rise and the â€Å"Apple Pie† portrait of middle class suburban families was shaping the country. America was now the wealthiest country in the world and Americans had â€Å"accumulated savings of $140 billion† in 1945. â€Å"Over the next two decades the gross national product more than tripled,† signifying prosperity. Between 1945 and 1960, the gross national product would grow from $213 billion to more than $500 billion, while real income would rise 25 percent. Included in these figures was the percent of American families owning homes, which grew from 43 percent to over 60 percent in this same time period; this created the suburban explosion. This suburban lifestyle was intended to symbolize the superiority of capitalism over communism and imply that the American way of life would win the Cold War. † Americans were again beginning to see the capitalist society they fought for, and the confidence level of the country continued to rise throughout the 1960's. The people cannot create a great nation themselves; great leaders must direct them. Besides the three Presidents who led America throughout the end of World War II and through the Cold War, there were many influential voices that helped to shape the views of the public. Among these influential people was a man named George F. Kennan. He was a member of the United States embassy to the Soviet Union and author of the â€Å"long telegram† which was sent to the heads of state in Washington D. C. In his telegram, Kennan described the Soviets as insecure, inferior, and less advanced than Americans. â€Å"As Russia came into contact with the economically advanced West, fear of more competent, more powerful, more highly organized societies,† was the general message Kennan was trying to get across. Because he saw the country from the inside Kennan also believed the United Sates should † pursue a policy of firm containment†¦ at every point where the Soviets show signs of encroaching upon the interest of a peaceful and stable world. † This opinion and idea of the relationship between the United States and Russia should have been widely accepted by Americans. They backed this idea of aggressive behavior, rather than a passive approach to the Cold War. Conversely, postwar liberal such as Henry Wallace, â€Å"a Progressive Party leader, continued to seek cooperation with the Soviet Union and defended the participation of Communists in their organizations. † These ideals were quickly silenced. The American majority, being extremely anti-communist, felt relations with the Soviet Union should be harsh and firm. This period introduced American dominance in foreign policy. The ideals of personal freedom and opportunity were the driving forces behind Western philosophy throughout the Cold War. Not only were these principles showcased, they were set as the benchmark of equality for the human race.

Food technology portfolio sac paper Essay

To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the development of a design brief, evaluation criteria and a design plan. This document is a framework for the development of the SAT. It provides a step-by-step approach to completing all of the components of the task so that you are able to complete all of the assessment criteria to the highest level. The task is more manageable if you type all your documents as you go. This will save a lot of time and make it easier to incorporate corrections from your draft. When setting up a new folder for your SAT on your computer, separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document. This will enable you to ensure that the footnoting in this document is sequential. REMEMBER TO SAVE YOUR WORK IN MORE THAN ONE PLACE AND TO BACK-UP YOUR WORK EACH TIME YOU WORK ON THE TASK. As you undertake research, remember to record all sources of information you have used and footnote any material that is directly cited or copied. Start you bibliography as soon as you begin your work on the SAT. More information about citing reference and writing your bibliography will appear later in the booklet. It is always helpful to proof read your draft to pick up mistakes 4 Unit 3 / 4 Food and Technology SAT 2012 Criteria for Assessment Unit 3: Food preparation, processing and food controls Area of study 3: Developing a design plan Outcome 3: Develop a design brief, evaluation criteria and a design plan for the development of a food product. Unit 4: Food product development and emerging tends Area of study 1: Implementing a design plan Outcome 1: Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities. Criteria 1: Design Brief and Evaluation Criteria Criteria 3. Skill in developing a design brief and evaluation criteria ? Skill in developing a design brief including context and specifications (considerations and constraints) ? Skill in developing relevant evaluation criteria that relate to the design brief context and specifications. Very High Comprehensive, coherent and relevant information is provided in a very well structured design brief with a clear and thorough description of the context. The specifications in the design brief (considerations and constrains) are very clearly identified. A range of very clearly expressed, relevant evaluation criteria reflect all the information contained in the design brief context and specifications. 5 Design Brief: ? clearly defines the context, aims and intentions of a new product? includes specifications – considerations and constraints – that need to be taken into account when making decisions in relation to the design of the new product ? Must be a problem that the student will attempt to solve ? must be developed and written by the student (not by the teacher) ? must allow students to demonstrate key knowledge and skills. There is no word limit on the length of the design brief. The VCAA has a PowerPoint presentation ‘In the beginning – Developing an effective School-assessed Task design brief’ available at www.vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Example: www. vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young. Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water. On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend. Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! 6. IDENTIFY a theme, event or context. WHO: Who has asked you to prepare the product? This might be an individual or a representative of an organisation. Remember to outline or describe some background information about who the product is being prepared for to inform the reader. WHY: Why is the product needed? Discuss the reason or purpose the product needs to be prepared. 7 WHAT: What needs to be prepared? This should be a simple outline or general statement about the product. WHEN: When the product is to be prepared by or served or available. WHERE: Where the product is to be served, displayed or used. 8 Developing your brief Once you have established your ideas, use the 5 W’s chart to write your detailed design brief. Remember to use complete sentences and paragraph format. These five components will form one or two paragraphs of the design brief. Scope of the task – this information must also be included as a part of your design brief: – A range of 4-6 food items – Use at least 4 different complex processes in the production work to produces high quality food 9 Specifications & Criteria for Evaluation You now need to use the information in your design brief to develop the criteria for evaluation. The first step is to identify the specifications (constraints and considerations) in your design brief. 1. On your design brief underline or highlight the specifications. Alternately you could make a list of the specifications. It is important that these are clearly identified. Specifications are the issues or barriers that have been identified in the brief. They will need to be addressed when working through the design process. ‘Considerations’ are flexible restrictions – issues or aspects that need to be taken into account when planning a product. ‘Constraints’ are restrictions, over which the designer has little control, that affect the development of the product. 2. Using the specifications identified, develop approximately 5 to 6 relevant evaluation criteria questions. If you have a lot of specification you might want to combine more that one specification into a question. a. Must be relevant/related to your design brief. b. Must be written before the product or the food items are made c. Should be a set of open-ended questions that need more than yes or no as an answer d. Need to be well-written and clearly expressed 3. These questions will be used to evaluate the set of food items as a single product rather than individual items once you have completed your production work. Students should write clear and in depth responses to evaluation questions. These responses form part of the evaluation component of the task after all the food items have been made. 10 Example: www. vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young. Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water. On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend. Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! Research. Criteria for Evaluation – 1. Have I been able to prepare a range of food items suitable for a casual dinner on Friday and breakfast and lunch on Saturday? 2. Was I able to produce some savoury and sweet snack items suitable to take to the beach? 3. Did the range of food items include a special dessert to share for dinner on Saturday night? 4. Will the food be appealing to young males and will it be filling enough to satisfy ‘healthy’ appetites? 5. Was all of the food able to be prepared several weeks in advance and did it have good keeping qualities? 6. Did I use a variety of complex processes in the preparation of the products to produce high quality products? Constraint: food items for dinner on Friday, and breakfast and lunch on Saturday Consideration: types of food for brecky, lunch and dinner Constraint: sweet snacks to take on the beach Consideration: the type of sweet snacks Constraint: dessert to share at dinner that looks spectacular Consideration: the type of dessert Constraint: food needs to look appealing and satisfy ‘healthy’ appetites Constraint: food will need to be prepared several weeks in advance and have good keeping qualities Constraint: products of high quality Consideration: use a variety of complex processes 11 Criteria 2: Design Plan Criteria 3. Skill in completing research relevant to the design brief, developing ideas, and documenting decisions. ? Skill in completing a range of research relevant to the specifications in the design brief. ? Skill in exploring ideas for possible food items in response to the design brief. ? Skill in selection and justification of the decision made for the set of four to six food items (the product) Very High Comprehensive range of relevant research related to the specification in the design brief. Very detailed exploration and creative formulation of a wide range of ideas in the selection of the set of food items (The product). Highly detailed documentation of thought processes and thorough justification of decision making related to the suitability of selected food items, and detailed reasons why some have be en rejected. 12 Research and exploration – After writing your design brief you will need to ask yourself the following question: What information do you need to know about your theme or idea to help guide your food ideas and final selection? You will need to explore a range of ideas or alternatives in order to make informed decisions about what food items you would like to produce to solve the problem outlined in your design brief. There needs to be creativity in the selection of food items and decisions made in order to solve the problem set out in the brief. This information must be directly related to the specifications in the design brief and should be no more than approximately one to two A3 pages. You will need to use a range of primary and secondary sources. When exploring ideas in order to make decisions students should make use of: – Existing solutions e. g. recipe books Guiding information from people, internet recipes, books, magazines, television etc Primary and secondary sources of information o Primary sources include: ? Visiting a supermarket or fresh food market to observe particular varieties of produce ? Interviewing a grower at a farmer’s market ? Interviewing a person with expert food knowledge ? A visit to a restaurant to sample new foods o Secondary sources include: ? Books ? Magazines? Websites ? Journal articles It is very important that students acknowledge all sources of information using a recognized reference system with footnotes and a bibliography. 13 Example brainstorming ideas You must footnote all of the resources you have used to gather this information. Remember to write the information from your secondary research in your own words and do not include downloads or screen dumps from websites. Prepare a diagram to outline useful information about components or characteristics of the food items that will guide your recipe search and meet the needs of the design brief. You should include 4-5 ideas for each food item. This is not a recipe search but a way of documenting some of your thought processes after you have started your research. This may be a simple, hand-drawn map mind map to capture your initial thought or it can be produced using a software package such as Inspiration or Mindmanager. 14 Selection of recipe ideas Now you must research possible recipe ideas based on the information in your mind map. You will need to have at least three (3) possible ideas for each food item that must also meet the specifications in the design brief. Your selection of the food items MUST be creative and of a Year 12 standard. You will need to make decisions about which products will be most appropriate. It will be helpful to consider the following points before you make your final decision: – You need to prepare a minimum of four and a maximum of six items – Make sure you have the food preparation skills required to prepare each food item to a high quality. – Be creative with the selection of food items – consider interesting combinations of ingredients, as well as the presentation of each item. – Try to be objective in selecting products and don’t just choose food items because they are ones you are familiar with or are special favourites – Make sure that some food preservation techniques are included in the selection of products. – You must also use a range of complex processes in the production processes as well as a variety of cooking techniques. Food solutions 3 & 4 – Third Edition 2010, pg172. Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: 15 – Design Ideas – Recipe Ideas Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: Recipe Name: 16 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 2: Recipe Name: Recipe Name: Recipe Name: 17 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 3: Recipe Name: Recipe Name: Recipe Name: 18 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 4: Recipe Name: Recipe Name: Recipe Name: 19 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 5: Recipe Name: Recipe Name: Recipe Name: 20 The following will record your final selection of food items that will make up your product for production. Hint: use your criteria for evaluation as a way of making decisions about which food items to select as part of your final product. Food Item Specification Complex Process Cooking Method Preservation Technique Item 1: Item 2: Item 3: Item 4: Item 5: Item 6: 21 Justification of selected food items – You must justify each of the food items you have selected individually. – The justification for each food item should be approximately 100 to 150 words in length. – Your discussion should outline how the item meets the specifications in the design brief and may include some or all of the following: o identification of the product o how the product relates to the theme o how the product will meet the other specifications/needs of the brief o identification of any complex process that will be used to prepare the food item o identification and description of cooking methods o if applicable, discussion of the preservation techniques to be used for this item o a discussion of the creativity of the food item o an explanation of why each of the other two recipe ideas were not selected. 22 Criteria 6: Overall production timeline, individual food item production plans and production work Criteria 6. Skill in development, organization and implementation of planning for production. ? Skill in developing an overall production timeline. ? Skill in developing individual production plans for each food items to be made. ? Skill in organisation and implementation of the overall production timeline and individual food item production plans to complete the food items. Very High Completing of a cohesive, carefully considered sequence and clearly presented overall production timeline. Development of a very detailed individual production plans for each food items to be made. A very high level of organisation demonstrated throughout the completion of the food items. * Food orders, production plans all submitted by due dated. * Need to include presentation in any planning documentation. 23 Overall Production Plan The next step in the development of your design plan is to prepare an overall production timeline showing how you will prepare all of the 4 to 6 items you selected in the time you have available. This will help you to organize the sequence in which you will produce each of the chosen food items. It should take into account the length of time each food item takes to prepare along with other commitments Individual work plans will be prepared later. The type of information you will need to include on your overall production timeline is: – The date each food item will be produced – Any preparation which needs to be done prior to preparing the food item such as soaking dried fruit for jam, marinating of meat, selecting jars for preserved products, collecting props for photography. -Note any other important school or personal commitments you will have during this period which will have an impact on you over this time. – 24 March 2013 SUN MON TUES WED THUR FRI 31 SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Notes: 25 April 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 15 Notes:Â  May 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 15 Notes: 27 June 2013 SUN MON.

Connections between everything is illuminated and into the wild Essay

A common theme in both Into the Wild and Everything is Illuminated is an archetype of this Eden a final destination of journey. For â€Å"Alex,† it was his Alaska, for Alex, Jonathan, and Alex’s Grandfather it was Trachimbrod. An Eden in literature is a final destination or state that a character, or set of characters in the case of Everything is Illuminated, strives to achieve or find. Both books have the characters searching for their Eden’s for their own personal reasons. â€Å"Alex† takes on his journey to get to his Eden for himself and his constant goal is to make it to his Alaska, his final adventure. Despite all the people he has met and all the amazing things he had done and all the memories he made in his mind he was only set on his Alaska. Ironically, for â€Å"Alex† his final Eden was also his final resting place and he was not able to get passed his Alaska. For the group in Everything is Illuminated, they are searching for Trachimbrod as their Eden for their Journey. The idea of an Eden is a very common archetype in literature throughout decades and decades of writing. An Eden can also be a person or a state of being that the main characters are searching for but in both these works the archetype forms as a physical location that the characters are searching for. Socio-political In both books, there seems to be a topic of written word and the effect of it on people as a huge theme throughout the novels. For Into the Wild, â€Å"Alex† is constantly referencing different novelists that he relates too as a source of inspiration and motivation but more importantly, â€Å"Alex† seemed to use these works of written word as almost a sense of security and closeness to the authors in desperate times of loneliness. Everything is Illuminated also holds a sense of bond through written word with how a portion of the book is written as a letter from Alex to Jonathan. In society, the actions of written words and novels creates a closeness and bonds that spoken word or just everyday conversations seem to lack. There is a stronger sense of permanence to written word that gives off a bond from reader to writer that other forms of conversation can not accomplish. In society, it’s easier for a reader to bond with a writer through their words because of how they can take the time to contemplate and try to understand what the author was trying to mean. In Into the Wild, after â€Å"Alex’s† death his books were found written all over and highlighted and all his feelings even his last dying thoughts were poured into these books. He obviously felt a bond with these authors in his months of isolation in Alaska, an even stronger bond then than at any other time.

A Life Full of Snails

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