Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes The WritePass Journal

Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes Abstract Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes ). Racism is clearly illustrated to have the potential to alter education, work and lifestyles of the oppressed culture (McKinney 2013).   The education system was utilized by the ruling class as one of the major promoters of racism in European powers (Bonilla-Silva 2013). The suppression of one culture in favour of another has led to a perception of unequal opportunity for those of colour (McKinney 2013). The approach taken in school curricula is credited for much of the learned negative racial attitudes visible in the world (Fredrickson 2009). This paper analyses how the negative racism attitudes were promoted in the late imperial period through the approach to educational curriculum. 2 School Curriculum and Racism The late imperial period was marred by world wars that were majorly based on the fight for supremacy (Jackson Weidman 2004).   The development of nationalistic ideas and spread of propaganda of cultural superiority were hallmarks of the era. Educational school curriculum offered during the late imperial period was focussed on developing personnel to maximize the benefits of the colonial powers in order to ensure the relevance of a specific European power (Fredrickson 2009).   Others cite the educational system as teaching varied lessons to separate areas in an effort to guide their development (McKinney 2013). During this period, schools were developed in colonies or protectorates for motives including the peaceful integration of the populations that were taken by the nation during negotiation or discovery (Jackson Weidman 2004). Education was one of the fundamental social requirements for comfort of the settlers and was expected to be provided with quality. It is argued that the colonial powers were aware that an effective education would result complications making the unique applications of knowledge essential (Elman Woodside 1995).   It was common for the ruling power to offer substandard education to the locals in areas under their influence (Elman Woodside 1995). This resulted to two forms of education curricula administered at the same time in the same country. One was meant for the dominant culture, the Anglo or whites, and the other was meant for the locals or people of colour (McKinney 2013). This kind of education system was not limited to the territories, mandates, protect orates, colonies, and dominions of the European powers.   This same system was implemented as the expansion efforts of the period created huge numbers of immigrants in Europe (Fredrickson 2009). To maintain control, the ruling party influenced the educational avenues of the incoming populations, thereby cutting their available opportunities (McKinney 2013).   This perception of imbalance created negative attitudes that were exhibited by both the ‘whites’ and other ‘coloured’ races. The education system used during the late imperial period was based on the class system, providing the elites with a better quality education (Tamanji 2011). This form of segregation was used to maintain a strict infrastructure that allowed for the ruling culture to remain dominant (McKinney 2013). This system of education was centralised and focused on industrialised societies and the capacity to spread to other parts. Nations including Britain, France, Germany, USSR, and Italy were focused on building a community that believed in their unique cultural superiority (Jackson Weidman 2004).   During this period, the colonial powers had successfully managed to secure and develop influence across many parts of the world, making their choice of education influential on a global scale (Elman Woodside 1995). The colonial powers established school curriculum that was meant to spread their cultural practices (Bale 2011). Others cite the ease of population control and influence through the advent of education (McKinney 2013).   Ã‚  This resulted in a perception that specific races were being underrated creating a primary contributor to the negative racism attitudes (Tamanji 2011). Further, the dominant culture has used the education system to spread the propaganda of their superiority among their people, establishing their overall dominance (Frederickson 2009). The discriminatory education curriculum resulted in the oppressed classes being unable to match the competencies of the colonialists (Tamanji 2011). This created another form of cultural division as the best jobs were taken by the better educated (McKinney 2013).   The fact that the school curriculum of the 1914-1945 periods advocated for strategies aimed at maintaining the supremacy of the white race made it unwelcoming by and clearly illustrates the practice of discrimination (Jackson Weidman 2004). The fundamental concept credited with the spread of Racism rests in that the dominant culture believed that good education was meant for   Ã‚  them alone as they were responsible for civilizing the world (McKinney 2013). Other races were to be provided with limited education so as to enable them to perform their normal duties with minimal complications.   The dominant culture not only assumed the role of civilizing the world, but also took the best education can offer (Jackson W eidman, 2004). This made the next generation developing under that education system feel superior to other races as they were taught courses that were not similar to other races and at the same time advocated for their superiority (Tamanji 2011).   The curriculum impacted the perception of the students and allowed them to look down upon the other races, thereby developing negative racism attitudes. With a poor educational curriculum, other races were exposed to inferior educational system that limited their levels of achievement (Jackson Weidman 2004). In a very real sense this limitation directly impacted their capacity to get a job.   They could not rise up the ranks as the position held by people in the society was determined by the levels of education (McKinney 2013). Frustration and the perception of oppression made the oppressed populations develop hatred for the dominant culture as they perceived inequality to be behind their limited capabilities in life. This further contributed to the development of negative perception of the dominant culture due to the quality of life that they led (Elman Woodside 1995).   Children from other races grew up knowing that the whites were being favoured by the education system during the late imperial period (Elman Woodside 1995).   This provided the foundation for developing negative racist attitude among the other races (Jackso n Weidman 2004). During the late imperial period the education system applied high levels of segregation where the whites were segregated from the other races (Bale 2011).   Illustrating the stark division of culture, in the United States, there were schools for whites and schools for the blacks (Bale, 2011). In nearly every way the white school was far superior to the materials provided to the African American students (McKinney 2013).   Segregation was not only was in place, but was a subject of passion and controversy (Bale 2011). There was no way a black student would be found in the same school as a white student. This promoted isolation and indifferences that cultivated negative racist attitudes among the white and the other races during those times (Elman Woodside 1995). Another key feature of the school curricula of the late imperial period was the language of learning that was designed for both whites and the other races (Fredrickson 2009). The language of teaching was chosen to promote nationalistic attitudes towards western powers for the dominant culture while developing negative attitudes by the non-whites due to segregation (Fredrickson 2009). The fact that the education system increased levels of exposure and use of specific languages such as English and French promoted the development of pride among the students whose primary language of communication was the language used in learning (Bale 2011). This pride resulted increased the perception of superiority with the argument that their language was the most civilised (Sylvester 2005). This factor is a further link to the education system of that period to the increased development of negative racism attitudes. Education was an avenue that provided a platform for spreading the propaganda of racism (Jackson Weidman 2004). The school curriculum was designed to incorporate government policies that advocated racist policy.   This was evident during the Nazi years in Germany where education system was ideology based (McKinney 2013).   The Germans utilized essays that spread the propaganda of racism and superiority of their race and students during this period were focused on developing ideologies and propaganda that they were superior to the other races (Fredrickson 2009). The German education system put more emphasis on physical education and racial doctrines while ignoring the facet of intellectual pursuit (Fredrickson 2009). This provided a platform for racism as the students were limited to learning about how important they were through the lens of education. Reduced levels of acuity in the society resulted to high levels of acceptance of the propaganda that they were superior races hen ce developing a negative racial attitude against other races (Jackson Weidman 2004). Europe during this period was marred with several wars fighting for superiority (McKinney 2013).   In nearly every case it was a cultural dispute centred on the need for a nation, and the inherent population, to be dominant in the region. The late imperial period was also characterised by changes in subject contents in most countries in Europe (Wood 2009). This was due to the fact that most nations were investing heavily in military due to fight for supremacy and did not have proper educational resources (Wood 2009).   There was only the need for a basic education that after the war left the individual unprepared.   Grammar was highly regarded with a focus on all students of a specific nation in Europe to speak one language that was considered superior (Fredrickson 2009). Further, three subjects were given more weight in school: biology, history, and language (McKinney 2013). Schools were focused on teaching students the historical importance of their race in the evolution of the world (Jackson Weidman, 2004). As an extension of this approach biology was credited with enhancing the heredity and race. The educational curriculum of the period was created to ensure that superior language became the preferred tool (Mina 2011). Others firmly believe this effort was made to force other cultures to conform and therefore gain social influence for the dominant culture (McKinney 2013). A combination of limited education that emphasised on physical education produced people that had limited opportunity to view humanity as equals.   The imperial period was focussed on ensuring that the superiority of the dominant culture is passed on to and utilized school curricula to accomplish this goal (Fredrickson 2009). This effort contributed to cultivation of the negative racism attitude among the population. 3 Conclusion Educational curriculum has had a profound impact on the state of racism during the late imperial period. Others cite the attitudes and perceptions that created the curriculum as having a larger impact. Two separate methods within the school curricula promoted negative racism attitudes: educational segregation and specialised education for the dominant culture.   Both of these concepts were promoted by the ruling regime, indicating a de facto acceptance of the racist philosophy. Further, education at this time was focused on communicating to the students how special they were as compared to other races, reinforcing their base perceptions. Conversely, the lesser classes were only given the education the establishment deemed appropriate. This approach of differential levels of education reduced the level of intellect in society, thereby allowing high levels racism being accepted. The school curriculum in this case promoted the negative racism attitudes by actively separating and culti vating the perception of varied class among school going students. The evidence presented illustrates that there were races that considered themselves superior and those that were considered inferior exhibited negative racist attitudes as a result of the approach adopted in the school curriculum that was focused on segregation and racial clustering.   Consequently, the heightened levels of racism in the world during this time were mainly as a result of it being cultivated in individuals at a very early age. This was possible as school going children were made to be clearly aware of their race and their place in the society based on what was being taught in school. This essay has illustrated that the educational curriculum was manipulated to cultivate negative racial attitudes among the young people of the early 20th century. The primary justification for this was in order to ensure the sustainability of the dominant culture. 4 References Bale, J., 2011a. Tongue-tied: Imperialism and Second Language Education in the United States, Critical Education, Vol. 2, No 8, 1920-4175. Bale, J., 2011b. The campaign for Spanish language education in the â€Å"Colossus of the North,† 1914–1945, Language Policy, Vol. 10, No. 2, pp 137-157. Bonilla-Silva, E. 2013.  Racism without Racists. Lanham: Rowman Littlefield Publishers. Elman, B. Woodside, A., 1995. Education and Society in Late Imperial China 1600-1900, The China Quarterly, 143, 902-904. Fredrickson, G. M., 2009. Racism: A Short History, Princeton, NJ: Princeton University Press. Jackson, J. P. Weidman, N. M., 2004. Race, Racism, and Science: Social Impact and Interaction, Santa Barbara, CA: ABC-CLIO Mckinney, K. D. 2013.  Being White. Hoboken: Taylor and Francis. Mina, H., 2011. National and colonial language discourses in Japan and its colonies, 1868-1945, Retrieved from http://hdl.handle.net/2429/38131 Sylvester, B.P., 2005.   Perceived negativity and the malleability of Blacks’ racial attitudes. Unpublished undergraduate honours thesis. Hanover, NH: Dartmouth College. Tamanji, A.C., 2011. Three Instances of Western Colonial Governments and Christian Missions in Cameroon Education: 1884-1961, Dissertations. Paper 106. Retrieved from http://ecommons.luc.edu/luc_diss/106 Wood, A. L., 2009.   Lynching and Spectacle: Witnessing Racial Violence in America, 1890-1940. North Carolina: The University of North Carolina Press.

The Pearl Review

'The Pearl' Review The Pearl (1947) is somewhat of a departure from some of  Ã¢â‚¬â€¹John Steinbecks earlier works. The novel has been compared to Ernest Hemingways The Old Man and the Sea (1952). The seeds of Steinbecks The Pearl began to germinate in 1940 when he was traveling in the Sea of Cortez and heard a story about a young man who found a large pearl. From that basic outline, Steinbeck reinvented the tale of Kino and his young family to include his own experiences, including in his novel the recent birth of a son, and how that exhilaration affects a young man. The novel is also, in some ways, a representation of his long appreciation of Mexican culture. He made the story into a parable, warning his readers of the corrupting influences of wealth.​ Be Careful What You Wish For... In The Pearl, Kinos neighbors all knew what good fortune could do to him, his wife, and his new baby boy. That good wife Juana, they said, and the beautiful baby Coyotito, and the others to come. What a pity it would be if the pearl should destroy them all.Even Juana tries to throw the pearl into the sea to free them from its poison. And she knew that Kino was half insane and half god... that the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it. But, she needed him yet, and she would follow him, even as he admits to his brother: This pearl has become my soul... If I give it up I shall lose my soul.The pearl sings to Kino, telling him of a future where his son will read and he may become something more than a poor fisherman. In the end, the pearl doesnt fulfill any of its promises. It only brings death and emptiness. As the family returned to their old house, the people around them said that they seemed removed from human experienc e, that they had gone through pain and had come out the other side; that there was almost a magical protection about them.

The history of Yoga Essay Example | Topics and Well Written Essays - 750 words

The history of Yoga - Essay Example The practice did not take long to gain popularity as within a century it had already become a method of both mental and physical exercise in the Western world. There have also been several researches that have been carried out in an attempt to verify the psychological mechanism of action during yoga practice (De Michelis, 55-60). In addition, there has also been an attempt to use this practice as an alternative and complementary therapeutic intervention for patients suffering with psychological disorders such as schizophrenia, or other as you have chronic diseases such as heart disease, cancer or asthma. This paper will however focus on the history of this practice and how it has developed over the years. As mentioned above, yoga was practiced in several ancient cultures and it could be said that it is just as old as civilization. However, physically there is no evidence to support this theory and the earliest archaeological findings of yoga practice dates back to approximately 3000 BC (De Michelis, 55-60). However, some scholars have disapproved this theory and dates yoga back to Shamanism in the Stone Age. These scholars believe it was a key practice in therapeutic intervention during this period. ... The main characteristic features of yoga practice as stated in these readings includes ceremonies and rituals that were performed in order to perform certain actions that were physiologically limited by the mind. In this period, the practice was taught by rishis which were also educators on living a harmonious life. They were presumed to have the gift and ability to foresee past reality to their deep practice of spiritual rituals (Samuel, 12-23). Pre-Classical Yoga This period begins with the formation ofUpanishads, which contain 200 Scriptures (Samuel, 12-23). These describe internal perception of reality that is altered and intensified by one’s dedication to Brahman. There are three main principles that were explained in the Scriptures and they include Brahman, Atman and the interrelation between the two entities (Samuel, 12-23). In addition, the Scriptures give further insight on the teachings of the Vedas. In Buddhism, yoga can be traced back to the sixth century BC. In th is period, Buddha began spreading teachings on the religion and his main emphasis was meditation. Gautama was the first to practice yoga among all Buddhists and was able to gain enlightenment by the time was 35 years old (Samuel, 12-23). Around approximately 500 BC a text known as Bhagavad-Gita was formulated and is considered as the oldest documentation of yoga Scripture. In addition, it does not involve other aspects and is mainly focused on yoga. It emphasizes on activity as a form of being alive and importance of our actions exceeding our egos (Samuel, 12-23). Classical Period This phrase possesses another entity of Yoga known as Yoga Sutra. It is believed to have been written

Life Cycle Assessment of Greenhouse Gas Emissions From Natural Gas And Literature review

Life Cycle Assessment of Greenhouse Gas Emissions From Natural Gas And Biomass Power Plants - Literature review Example This means that all stages in the life of the product is assessed. The assessment evaluates the impact of extraction, processing, transportation of the raw material used for processing and fuels along the operation of the plants to the final decommissioning (Mann and Spath, 2011). Green house gases - GHG is the gas that leads to greenhouse effects by absorbing and emitting infrared radiation, leading to the gradual increase in temperature. Main gases that are GHG are water vapour, CO2, Methane, Nitrous Oxide, Ozone and CFC or Chlorofluorocarbons. These are available naturally in the environment but when the percentage is increased beyond the specified limit, it can lead to global warming. The unit used for measurement is in gCO2e/kWhe or grams carbon dioxide equivalent per kilowatt hour equivalent (Weisser, 2010). Carbon capture and storage - CCS is a process used to separate CO2 from industrial and energy related resources. It includes transportation to the storage location and isol ating the gas from mixing with the atmosphere. Reduction of emissions of power plants depends on the CO2 capture system used. Cost of CSS is high and as seen in the below figure, it costs 10 USD/ ton of CO2 to transport the captured carbon to 800 kilometres. Smaller volumes cost higher. Hence, sites near to the power plant are preferred (PACE, 2009). Figure 2.1. Cost of CSS (Azar, et al, 2006) Carbon storage needs a lot of effort in identifying the proper site and ensuring that there is no leakage. Please refer to the following figure that gives the potential for underground carbon storage. Figure 2.2. Potential for underground carbon storage (Azar, et al, 2006) Advantages of carbon capture is that it provides a means to control emissions and to... The paper has examined the LCA of natural gas and biomass plants with and without CCS. It is seen that natural gas has much higher emissions and even with CCS, GHG are still high. Biomass has much lower emissions and with CCS, the fuel source is very attractive. However, biomass fuel is difficult to procure and costly to transport in bulk. This paper gives the results from the literature review and a brief comparison of the two fuels is done to understand the manner in which they perform. CNG is highly commercialised and about 37% of power in the world is generated through CNG. Sufficient stocks are also available and the level of energy security is high. However, with biomass, the energy security is less and extensive use of wood, barley and maize for production of ethanol can lead to shortage of grain and can impact the food security. Development of transport and logistics technology such as refrigerated trucks and ships, pipelines and dedicated outlets have allowed this fuel to become portable. This means, natural gas mined in Nigeria is transported economically to Europe or even China. The author of the report this flexibility and ease of use is not possible with biomass. Compressed gas has a much higher GHG emission and more power is consumed in processing and transporting the fuel. Biomass has a much lesser amoun t of GHG emissions but the fuel cannot be transported economically over longer distance. Hence, it use is only in power plants in the area where plant vegetation and wood is available.

The themes of Sickness Essay Example for Free

The themes of Sickness Essay Mary Shelleys infamous literary piece, Frankenstein, is a name that anyone who has ever read a book would be familiar with. Several themes appear throughout the novel, some obvious, some subtle. One of the overlooked but nevertheless significant themes is societys duty to help the poor, the sick, and the ostracized. Multiple imperative events which occurred throughout the piece emphasizes on this theme: Victor Frankensteins mother aiding the poor and sick; Henry Clervals intense care of Victor; and Captain Robert Walton taking Victor aboard and nursing him back to health. Firstly, Victor Frankensteins mother powerfully demonstrates this theme when she regularly visits the poor and performs good deeds on behalf of the impoverished and downtrodden. She further exemplifies her kindness when she and her husband adopt Elizabeth into their family, and take in Justine, the servant girl. Moreover, when Elizabeth catches scarlet fever, a deadly and contagious disease, Mrs. Frankenstein throws her safety away to focus on nursing Elizabeth back to health. Secondly, when Victor becomes ill from troubling events, Henry Clerval tends to him for over several months, helping Victor get through his difficult times. During all that time Henry was my only nurse. [ ] He knew that I could not have a more kind and attentive nurse than himself; and instead of doing harm, he performed the kindest action that he could towards [me] (Shelley ). When one compares Clerval with Victor, one can see that Clerval understands the importance of caring for his fellow human beings, while Victor selfishly ignores others to conduct his own experiment, which he in the end, abandons. There had been no events in which Victor was the one nursing somebody else, yet there were numerous cases of the reverse; where somebody was nursing him. Lastly, not only does Henry tend to Victor, but after Victor tracks the monster to the Arctic regions, he falls deathly ill. When Captain Robert Walton spots a sick, dying man, he takes him aboard and selflessly nurses him-just as Ms. Frankenstein nursed Elizabeth. To put it briefly, one of the most overlooked yet important themes that most characters are contributing in is the theme of societys duty to support and care for the poor, the neglected, and the unhealthy. This theme can be noted by various events which occurs throughout the novel, such as Ms. Frankensteins care for Elizabeth and both Henry and Waltons care for Victor. Each character in the novel can be indirectly-if not directly-connected to Frankensteins theme of tending to the sick. Shelley, Mary Wollstonecraft. Frankenstein or, The Modern Prometheus. Minneapolis: Stone Arch, 2008. Print.

Use of Foreshadowing in Anne Radcliffes The Italian Essays -- Anne Ra

Use of Foreshadowing in The Italian Anne Radcliffe incorporates many aspects of the Gothic into her novel, The Italian. In this book, one can find an exciting exploration of an exotic culture, a history of family secrets, subtle hints at supernatural forces at work, and Gothic architecture in both ruins and in the Inquisition prison. However, perhaps the most prominent feature of the Gothic used in this novel is the element of suspense. Radcliffe creates suspense in The Italian through a chain of foreshadowed events that lure the reader further and further into the story. Several of the most noticeable means of foreshadowing are found at the beginning of each chapter. From reading the quotes that Radcliffe uses to launch each chapter, the reader can tell more or less what the next few pages will have in store. An example of such a quote can be found at the beginning of the first chapter, "What is this secret sin; this untold tale, That art cannot extract, nor penance cleanse?" - Mysterious Mother (5). From reading this quote, one can already foresee that the story involves a great family secret, and this secret could very well pertain to a mother or a mother figure. It is also safe to assume that this secret has been revealed in confession. This assumption can also be supported by the information revealed in the preceding pages, in which the reader learns that the story he is reading is a written account of a confession made at a convent of the order of the Black Penitents. However, the secret is so great that even penance cannot cleanse the guilty. I t is amazing how much this short introductory quote reveals, especially since it is found so early in the novel. Radcliffe also reveals certain aspects of a ... ...s a mother's would. A few pages later, Olivia discovers the identity of Ellena (92-93). It is apparent that she is deeply affected when she learns Ellena's full name. These instances support the notion that Olivia and Ellena are connected, but the reader must wait until the end of the book to discover their relationship. In The Italian, Anne Radcliffe uses the technique of foreshadowing in such a way that the reader can make accurate assumptions about major points in the novel. However, Radcliffe is careful not to reveal too much information and merely makes suggestions as to what might occur later in the novel. This clever approach entices the reader and keeps him/her interested in the story. When the reader finally finishes the novel, the suspenseful mystery that Radcliffe has created all comes together and leaves the reader satisfied.

Argument: Why You Should Eat Kimchi

Maintaining a history that spans over 3,000 years, kimchi is hands down one of the more known and popular dishes in society today.   It is arguably one of the healthiest dishes one could eat.   Unlike other prepared foods that have their benefits but also their drawbacksif one were to overindulge in them, kimchi has developed a stigma of being the one food, if prepared correctly, that can be over abused and will cause no detriment to one’s health.   Another uncommon advantage kimchi has over its culinary competition is that in-spite its major health benefits, it is also a quite tasty snack.   This dish is growing in such popularity that the public may one day find it served along side most meals in western restaurants.Kimchi, also known as gimchi, or kimchee is a Korean fermented meal made of seasoned vegetables.   The chi in the spelling translates as nature energy.   Some of the dishes known to be made from Kimchi are kimchi stew, and kimchi fried rice.   It is known as being a very flavorful and healthy substance, which only adds to its popularity.It is considered to be Koreas best known food.   In fact, the name kimchi is a generic label applied to a multitude of seasonal and regional fermented, or pickled, vegetables flavored with seafood and spices.   It is high in vitamins, minerals and lactic acid.   It is usually produced in late autumn and stored during the long cold Korean winters.   Kimchi has been such an influential part of Korean culture that there is a museum devoted entirely to the fermented dish.   The Kimchi Field Museum located in Seoul has documented as many as 200 distinct types of kimchi.Historically, Kimchi can be traced as far back as ancient times, almost 3,000 years ago.   In the very first Chinese poetry book, ShiKyung, a reference to kimchi was made.   It was referred to as Ji, which was the term used before it was known as Chimchae.   The most primitive use of kimchi consisted solely of salted v egetables.   It wasn’t until the 12th century that people started to include other spices with kimchi, such as sweet and sour, or colors of kimchi, like orange and white.One very ironic fact pertaining to the popular growth of this dish can be seen in the fact that chili peppers have become a standard contemporary ingredient to use with kimchi, but they were unknown in Korea until the early 17th century.   They originated in the New World and they were introduced to East Asia by through western trade.   Kimchi made with chili peppers and Napa cabbage/ Chinese white cabbage developed popularity in the 19th century.   Referred to as baechu kimchi, it continues to be the more commonly used form of kimchi to date.It is a popular concept that one can eat as much Korean food as they want without gaining weight.   This is thought to be due to the fact that there is virtually no fat in Korean dishes.   On top of this, the use of meat in most Korean meals is balanced and t hought to complement the meal as opposed to dominate it.Among the family of Korean dishes, kimchi is thought to be the most energizing and wholesome.   A common argument in favor of kimchi as the best health food is that it keeps for weeks in the refrigerator without losing potency.   It is said to eliminate cholesterol, and promote intestinal health.   These benefits are considered coincidental additives to the fact that it contains a high concentration of dietary fibers; it’s very low in calories and provides 80% of the daily requiredA popular method of preparing kimchi, specifically cold cabbage kimchi, is to clean the cabbages and soak them for several hours in salt-water brine.   Once the cabbages have softened the complimentary ingredients are applied.   Ground pepper powder, garlic, and ginger the more common spices added to this dish.   Pickled baby shrimp and other pickled seafood are also added to contribute taste.The health benefits of Kimchi are vast a nd they stem from the diverse variety of vegetables and spices added to the dish.   Its ability to eliminate cholesterol is credited to the use of garlic and onions.   The powerful healing effects of garlic have become an inherent part of contemporary dietary knowledge.   Garlic is a powerful anti-oxidant, which means it prevents oxygen from combining with things keeping the kimichi fresh.Vinegar and oil are also known to do this.   Just in the sense of it being a preservative, garlic is major contributor to kimchi.   Garlic also provides major support for one’s dietary health, after it has been digested.   The oil in garlic is 60% allicin, which is a substance that reduces cholesterol and triglyceride levels and the major causes of heart attacks and strokes (Klein, p.30).   There is no other food that can claim a substantial amount of fresh garlic other than kimchi.Garlic is such a powerful dietary supplement that it is said to combat allergies, regulate blood sugar levels in diabetics and hypoglycemics and reduce stress, while boosting energy. The substantial amount of garlic alone has caused many critics to argue that kimchi should be eaten with every meal. On top of allicin, garlic also has selenium, which is a key ingredient the body uses to keep the skin and hair healthy as well as prevent wrinkles.   Jack Challum in The Nutrition Detective found that selenium deficiencies are responsible for ailments like the flu, the Ebola epidemic, and AIDs.Selenium, found in garlic, is also a major source of glutathione, which is a substance the body makes from amino acids glutamine, cysteine, and glutamic acid.   Glutathione peroxidase is a vitamin C booster.   Therefore, since garlic’s selenium boosts and preserves the amount of vitamin C in the body and vitamin C is responsible for transporting fat molecules across cell walls to fuel muscle cells, both garlic and vegetables keep the body thinner and more energetic.Another kimchi i ngredient that vitamin C is very common in is chili peppers.   Hot peppers are known to have the highest concentration of Vitamin C out of every known food (Pauling, p.61).   It is considered to be a well known fact in the dietary world that peppers have ten times the amount of Vitamin C than any other food, and good Korean kumchi is known to use a lot.   In addition to this, capsaicin, the ingredient that makes the peppers hot is also known to alleviate the pain of arthritis.The core source of kimchi’s health benefits can be found in the fact that its ingredients are traditionally organic and 100% natural.   The fruits and vegetables of which kimchi consists are all major sources of fiber, minerals, enzymes, phytochemicals, and vitamins.   As previously shown this is especially true of Vitamin C.   Broccoli is an example that is very commonly used to prepare kimchi, and it known to have more vitamin C than can be found in an orange, while still being a substantia l source of minerals and phytochemicals.   This also puts kimchi at a disadvantage competing with most western foods, considering that a large majority of our foods are inorganic.   Kimchi isn’t nearly as beneficial to one’s health if the substances it is composed of are not 100% natural.Phytochemicals are plant compounds that form to protect the plant from sunlight. They act as antioxidants, and also help preserve and protect Vitamin C. (If you take a Vitamin C supplement, as you should, then you should accompany it with a phytochemical supplement, in a 1:1 ratio.) There are a dozen amino acids, a couple dozen vitamins, and about as many minerals. But there are 2,000 phytochemicals we understand, 200,000 we know about, and more than 2,000,000 possible combinations of the fundamental elements that go into them. (Pauling, p.61)As shown in Linus Pauling’s article, How to Live Longer and Feel Better, phytochemicals are very important to the human body, and a co re part of fresh produce.   Pauling goes on to point out that many of the most important phytochemicals don’t form until the last few stages of the ripening process.   Western consumers are put at a disadvantage in the fact that the majority of the produce they eat is being picked prematurely.   This kills a major part of their nutrients and also makes it virtually impossible to prepare authentic kimchi anywhere other than Korea.In sum, kimchi is an invaluable additive to the complete diet.   It serves too many needs and provides too much cleansing of the body for it to just be treated as an occasional snack.   Kimchi should be eaten with every meal, and if done so will undeniably the healthiest part of one’s complete diet.   The ability of this dish to provide so much energy for the body while at the same tame being composed of virtually no fat is only more reason for it to be applied to the daily diet of a workout plan.   The final trait that kimchi has working in it favor is its flavorful applicability.   It can basically be added to, or compliment any meat or seafood with appetizing results.   The dish has no weak points, and one would be foolish not to make kimchi a daily part of their diet.Work CitedKlein, p. 30 and â€Å"Garlic: Modern Application of an Ancient Food,† Total Healthmagazine, Vol. 12, April 1990, p. 49.Lee, Florence. Kimchi: A Natural Health Food, Hollym International. New York.Matucci-Cerinic, et al. â€Å"Effects of Capsaicin on the Metabolism of Rheumatoid ArthritisSynviocytes in Vitro,† Annals of Rheumatic Diseases, Vol. 49, August 1990, p.598Pauling, Linus. How to Live Longer and Feel Better. W. H. Freemand and Co., NY, p. 61