Survey on Chocolate Essay Example for Free

Survey on Chocolate Essay A delicate tree, cacao is only grown in rain forests in the tropics, usually on large plantations, where it must be protected from wind and intense sunlight. The tree is harvested twice a year. Milk chocolate was invented in 1876 by a Swiss chocolatier, Daniel Peter (1836-1919) of Vevey, Geneva. Daniel Peter successfully combined chocolate with powdered milk to produce the first milk chocolate. Today, the finest chocolate is still made in Switzerland, and the consumption of milk chocolate far outweighs that of plain chocolate. Chocolate was introduced to the United States in 1765 when John Hanan brought cocoa beans from the West Indies into Dorchester, Massachusetts, to refine them with the help of Dr. James Baker. The first chocolate factory in the country was established there. †¢ Chocolate Glossary Unsweetened Chocolate: It is also called baking, plain or bitter chocolate. Since no sugar has been added to the chocolate it has a strong, bitter taste that is used in cooking and baking but is never eaten out of hand. Bittersweet Chocolate: Still dark, but a little sweeter than unsweetened. It is unsweetened chocolate to which sugar, more cocoa butter, lecithin, and vanilla has been added. It has less sugar and more liquor than semisweet chocolate but the two are interchangeable in baking. Bittersweet has become the sophisticated choice of chefs. It contains a high percentage (up to 75%) of cocoa solids, and little (or no) added sugar. Semisweet Chocolate: Slightly sweetened during processing, and most often used in frostings, sauces, fillings, and mousses. They are interchangeable in most recipes. The favorite of most home bakers. It contains a high percentage (up to 75%) of cocoa solids, and little (or no) added sugar. German Chocolate: Dark, but sweeter than semisweet. German chocolate is the predecessor to bittersweet. It has no connection to Germany; it was developed by a man named German. Milk Chocolate or Sweet Chocolate: Candy bar chocolate. Chocolate to which whole and/or skim milk powder has been added. Rarely used in cooking because the protein in the added milk solids interferes with the texture of the baked products. It contains approximately 20 percent cocoa solids. White Chocolate: Many people might argue that white chocolate is not really chocolate. It is made from sweetened cocoa butter mixed with milk solids, sometimes with vanilla added. Since cocoa butter is derived from the cocoa bean, then we can only conclude that real white chocolate is indeed chocolate. Conveture: A term generally used to describe high-quality chocolate used by professional bakers in confectionery and baked products. The word means to cover or to coat. It has more cocoa butter than regular chocolate. Its specially formulated for dipping and coating things like truffles. Chocolate of this quality is often compared to tasting fine wine because subtleties in taste are often apparent, especially when you taste a variety of semisweet and bittersweet couvertures with different percentages of sugar and chocolate liquor. †¢ How Chocolate Is Made Cacao trees are often interplanted with tall shade trees to protect them from direct sunlight. Pods grow on the trunks and larger branches of the trees and take five to six months to ripen. Fruit on the higher branches are harvested with blades on long handles and lower branches are cut with machetes. The pods are cut open with machetes to reveal between 20 to 40 beans each, surrounded by a mass of stickly, white pulp. Traditionally, this was done immediately after harvest; today, pods are sometimes first stored whole for a few days to prime them for fermentation. Fermenting begins when the beans come into contact with the air. Here, a workrt uses a stick to gauge the depth of the mass in a vara, or measuring box, to determine the wage of the harvester, before transferring it to the fermentation bin. During fermentation, the pulp disintegrates, producing steamy heat and a pervasive, yeasty, sour smell. It is at this point that the beans first develop thier complex characteristics. Drying of the beans after fermentation is done on slatted wooden trays in the open air. The beans are spread out evenly and raked periodically so that they dry uniformly. As the beans dry, their colors deepen, turning them into a carpet of sepia, umber, and mocha. Aeration of the dried beans during storage is important to prevent the formation of mold. A worker tosses beans with a shovel to expose them evenly to the air. Grading of the beans is done mechanically at the larger farms; smaller producers do it by hand. From baskets, the dried beans are transferred to burlap bags and transported to local selling stations, where they may be bought by large companies for export. Arriving at the chocolate mills, the beans undergo a thorough cleaning, followed by the roasting which brings out the particular flavor of each variety. Throughout this process, a constant and exact temperature must be maintained. Correct roasting is exceedingly important since under-roasting leaves a raw taste and over-roasting results in a high pungent or even burnt flavor. Now comes the cooling, shelling, and winnowing, from which the cocoa beans emerge cleaned and ready for blending. This important process requires expert knowledge and skill. Not only must the beans be selected which will produce the best chocolate flavor, but uniformity of blend must be preserved year in and year out. After the blending, the cocoa beans are milled or slowly ground between great heated millstones. Under heat and tremendous pressure, the cocoa butter melts and mixes with other parts of the beans forming the ruddy chocolate liquor. The fragrant chocolate odor is now noticeable. The liquor is then treated according to the product to be made. For unsweetened chocolate, the liquor is poured into molds and cooled rapidly in refrigerating rooms. Then the cacao emeres in familiar form, as bars of chocolate, ready to be wrapped and sold. †¢ Storing Chocolate Keep the chocolate in a cool, dry place. Chocolate is best kept at around 68 to 72 degrees Fahrenheit, the temperature of a pantry or dark cabinet. It has a shelf life of approximately one year. The normal air conditioned room provides adequate protection. Freezing chocolate is not recommended; when you freeze it and then thaw it out, it will have a greater tendency to bloom. NOTE: Bloom is the white, filmy reside that can develop on chocolate. This usually happens when the chocolate is stored in a warm place, but can happen when you freeze it. Chapter-IV: Research Methodology A)PRIMERY DATA :- As we are doing the Survey of Chocolate we have found that there many people don’t like to eat Chocolate due to various reasone and there are many people who don’t want to shift to another brand of Chocolate due to there taste. There are also some type of people who has interested in chocolate but they can not effort if bcoz of high price for it but some people for this survey they have suggested to 1. To reduce some price of chocolate 2. To make diet chocolate 3. To make spicy chocolate B)SECONDERY DATA:- Adventages :- †¢ IT makes Refreshment †¢ IT reduces calostrol by eating it 2_3 times a week †¢ IT is often classified as a non –healthy food or normally calledtunk food †¢ Dark chocolate is beneifits to the body by medical and scientific reasearcher †¢ dark chocolate may help to avoid heart disease due to presencer of antioxidants Disadventages. †¢ Chocolate is a calorie rich food with a high sugar and fat content, so regular consumption of chocolate requires reducing the caloric intake of other foods. †¢ Chocolate contains a variety of substances, some of which have addictive properties e. g sugar, theobromine and caffeine which are stimulating and mood elevating and phenethylamine which can cause endorphin releases in the brain †¢ chocolate has been linked to nervous tension as well as migraine headaches because it contains compounds known as vasoactive amines that can dilate brain vessels triggering headaches in susceptible individuals. †¢ It has high levels of arginine which is required in the replication of the herpes virus. Chocolate should be avoided by those with active or recurring herpes infections.

Fraud in The Firm by John Grisham Essay -- The Firm John Grisham Liter

Fraud in The Firm by John Grisham John Grisham was born in Jonesboro, Arkansas, on February 8, 1955. In 1967 he lived in Southhaven, Mississippi. In 1977 he received an undergraduate degree in accounting. In 1981 he attended law school at the school at the University of Mississippi where he earned a degree. John set up a law practice in Southehaven, where he practiced both criminal law and civil law. In 1981 he was elected to the Mississippi House of Representatives. In 1989 John published his first novel A Time to Kill. John Grisham has written many books, one of them is The Firm. Mitch McDeere is about to graduate in the top five percentile at the Harvard Law School. A representative from a highly prestigious tax law firm approaches Mitch telling him of a job at his company. After a long period of thinking Mitch and his wife Abby move to Memphis Tennessee where the firm is located. At this time Mitch and Abby had no idea that they were under close surveillance by Mr. DeVasher. Mitch also has yet to learn that the firm is a cleaver cover up for a Mafia controlled money laundering operation. Mitch later visits his brother Ray in jail, who refers him to a detective by the name of Eddie Lomax. Later Mitch goes to the Caimans on a business trip and was set up have sex with a hooker that appeared to be in distress. While Mitch was gone Eddie Lomax was killed. When Mitch returns, Tammy, Eddie’s secretary is waiting to meet him to let him know about what had happened....

Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1. 1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge. I address all these different learning styles I use a range of teaching methods.At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demon stration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.I like to have a flip chart and will use it to expand on any subject should I be required to. They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. Cognitive learners require the ‘thought process’ style i. e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat†¦.A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the typ e of people who understands the need for patient consent or the need for early defibrillation. A student with Psychomotor type of learning will have the manual and physical skills and will like to have a hands-on approach. They will enjoy the chance to practise CPR on a manikin and relish the thought of tying someone up in bandages. These three styles of learning were brought about by a man called Benjamin S Bloom (1913-1999).Bloom's (and his colleagues') initial attention was focused on the ‘Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). The ‘Taxonomy of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the ‘Affective Domain', and was published in 1964.Various people suggested detail for the third ‘Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972). From these domains we have four types of learners – active, reflective, theorists and experimental. Active learners like to learn something by doing it immediately. They can get impatient and often won’t bother to read the instructions or manual, they like to find out for themselves.Reflective learners are those who prefer to ‘wait and see’. They sit back, watch others, and think about it before acting. They like to take their time. Theorists like to know what things really mean or how does it fit with something. They are logical and objective. They will always think things through and can be perfectionists. Experimental learners like to experiment. They are i nspired by training courses and want to test out their new found skills. They try and find more effective ways of doing things. They may take short cuts or devise their own methods of working. They like problem solving and pick things up quickly.They can get frustrated if not able to try something for themselves quickly. To address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation.Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imita tion, practise. I like to have a flip chart and will use it to expand on any subject should I be required to. 1. 2 Explain how approaches to learning and teaching in own specialism meet the needs of learners They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. For detailed explanation please refer to question 1. To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular intervals and also like to use quizzes to include a fun element. These may be done on an individual or team basis. It will promote a sense of competition and hopefully motivate the student to learn. In a team situation it is excellent for team building and also encourages the group to share ideas and listen to each other. The practical sessions will particularly appeal to the Activist learners as the y like to get involved and hands on.It will allow the student to practise their skills in a controlled environment. I ask students if they are willing to share any experiences, maybe first aid situations where they have been actively involved. This gives the students a chance to share real life stories and explain how the theory compares with real life scenarios. This would appeal to the Theorist learners. 1. 3 Describe aspects of inclusive learning If several teaching techniques are incorporated then the needs of the majority of students will be catered for. If a student has a particular disability then special provisions may need to be made for them.Should a student be dyslexic then several adjustments can be made to accommodate their learning needs. Any printed text would be printed on pastel shades of yellow paper and larger font could be used. It would be beneficial to sit the student in as much natural light as possible as fluorescent lighting can prove difficult for them. I w ould use more pictures than text to enhance their learning experience,. A partially sighted student could be given a seat that affords the best view of the trainer and training aids. If necessary consider the possibility of video recording devices.Learners with hearing disabilities – l would make sure they are seated as near to the front as possible. I would also include as many visual aids as possible to assist their learning. I would also give handouts of all topics covered to ensure nothing had been missed. If a learner had a physical disability I would need to consider access and also make room for a wheelchair in the classroom. I would need to be prepared to take any training aids that the student required directly to them. 2. 1 Explain how to select inclusive learning and teaching techniquesDyslexia – Lots of visual pictures and discussion. Lots of practical sessions to learn the different techniques,. Partially sighted learner – Lots of oral instruction a nd discussions. Question and answers sessions as opposed to written work. Physical disability – Train them the theory and techniques of first aid so that they are able to instruct someone else what to do in the case of a medical emergency. Hearing disabilities – More visual aids and practical demonstrations. Handouts to reinforce knowledge. 2. 2 Explain how to select resources that meet the needs of learnersIt is my responsibility to select the range of equipment that is required on the course. Depending on the needs of the students I will select the resources required to get the desired learning levels. For example, in the case of a dyslexic learner I may need pastel coloured paper for handouts. My power point presentation may need to be adjusted to include more pictures and videos. 2. 3 Explain how to create assessment opportunities that meet the needs of learners There are two ways to gain assessments and make sure learning has occurred.These are Formative and Summa tive assessments. I would gain an Initial Assessment at the start of the course to assess the level of knowledge and understanding of the student. This could be done by asking the student to introduce themselves, including these details. Formative Assessment is part of the instructional process. If the knowledge base isn’t at the required level for that stage of the course then I would have to go back over the session to reinforce the learning. Maybe it would require a change of teaching skills to accommodate the learning style of the student.It is important to carry out a formative assessment at an early stage and to repeat it during the middle of the session to ensure than any adjustments to the teaching can take place effectively. Summative Assessment is used at the end of a session in order to confirm that the desired levels of learning have been reached. I would summarise the learning points then assess the levels of knowledge using a variety of methods. The results of t his final assessment must be given and doubts cleared immediately to motivate the student to progress further.In order to make these assessments I have a range of methods that I can use. I may use question and answer sessions, these are particularly useful to dyslexic learners. I may decide to hand out work sheets to be completed or ask the learners to participate in a quiz. During the period of instruction I would be making observational assessments. Any official assessment would need to be recorded. 2. 4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Literacy – there are many ways in which a learner can practice their literacy skills.At the start of a course there are documents which need to be completed, for example, personal details and qualifications held. During the course work sheets may need to be filled in and the learners can also practice filling in accident report forms. Numeracy – In the CPR practical sessions, learner will have the opportunity to count up to 30 whilst performing compressions on the manikin. These must be done at a ratio of 30:2 with rescue breaths. Language – The learners will have plenty of opportunity to practise their language skills. This may be through group discussion, role play or asking questions.First aiders need good communication skills when dealing with patients as they can be very distressed and frightened. ICT – learners will have the opportunity to practice their ICT skills by using an Automated External Defibrillator and looking at an epi-pen. To embed the skill the learner will be given plenty of opportunities during the course to practice. It will be my responsibility to ensure that the learner can confidently perform the tasks that are asked of them. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environmentIt is important to know the motive for the learner’s attendance on the course. They might be attending because they have to or they might be really interested in first Aid and want to develop their knowledge base. Whatever their reason it is wise to point out the advantages of attending the course and how it can help them, their friends and other members of their family should an emergency situation arise. Ice breakers are useful tools to initially engage the learners and to put them at ease. It can also help them feel more part of the group. I could also use ‘David Kolb’s Experiential Learning Theory’ (ELT) see diagram at back.Kolb's model therefore works on two levels – a four-stage cycle: 1. Concrete Experience – (CE) – Having an experience 2. Reflective Observation – (RO) – Reviewing the experience 3. Abstract Conceptualization – (AC) – Conclusion from the experience 4. Active Experimentation – (AE) – Planning what is next from the experience The learners could be told that at the end of the session there will be a quiz and the winner will receive whatever is on the instructors desk†¦I make sure that there is a box of chocolates there as these are definite motivators.If there are dyslexic learners present I would may make the quiz a photo quiz . I could also ask the learners to work in small groups so that they coud help each other out. If a learner with ADHD was present I would give regular encouragement and keep them informed how long a session was going to last. If necessary I would suggest that they stand and maybe walk around the classroom rather than staying in a static position if there are no practical demonstrations involved. 3. 2 Summarise ways to establish ground rules with learners to promote respect for othersI would promote respect for others by giving the responsibility of setting ground rules to the learners. It could be an initial ice breaker activity, maybe putting them in small groups to come up with ideas. They could then come together as a group and vote on which rules should be included. These should make everyone feel part of the decision making process and it also gives them ownership of the ground rules. When the ground rules have been agreed upon and written out I would display it in the classroom in a prominent position.If a learner was to break the rules more than a couple of times then I would draw their attention to the displayed list. If a learner was to persist in breaking the ground rules then I would have to take them aside and speak to them. If it was becoming a distraction to the other learners and affecting the learning within the classroom then I would take a firm stance and warn the learner that they may have to remove themselves from the course. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback is an important part of the course.It doesn’t have to be formal, it could just be a smile or a nod. It can also be given as written feedback. Feedback shoul d always follow the following format – †¢ Positive – praise the candidate †¢ Negative/improvement – pick up on the key areas only †¢ Positive – always leave the candidate on a high note and a good feeling of achievement. The learner could be asked how they felt that the last piece of work went. In which areas did they perform well and which areas could be improved on. This is called self-assessment.Invariably students are their worst critics and are very hard on themselves. However, it does allow the student to have their own input and feel part of the process. Identify the areas that went well for them but do not go into too much detail. The add constructive feedback on areas that can be improved. Make suggestions on how they can develop their skills in these areas. Finally, point out something positive, an area that worked really well for the learner. This will give them a sense of achievement and motivate them to progress further.If the learner suffered from dyslexia then any written feedback would be printed on pastel coloured paper, in the colour that was suitable for the learners needs. It would be reinforced with verbal feedback which would cover all the points raised in the written feedback. References RH Dave (1967/70) EJ Simpson (1966/72) AJ Harrow (1972). ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). David Kolb – 1984 – ‘Experiential Learning: Experience as The Source of Learning and Development'

Interpretation Of Caste Systems In Odyssey - Free Essay Example

Sample details Pages: 4 Words: 1310 Downloads: 1 Date added: 2019/04/01 Category Literature Essay Level High school Topics: Odyssey Essay Did you like this example? In The Odyssey Homer presents an ideal that is rather counterintuitive to that echoed by his surrounding society. Homer proposed a radical new interpretation of caste systems that suggests that morality lies with those who reside on the bottom of the system. Through the epic, Homer empowers small, negligible characters in the name of assisting Odysseus. In parallel, he strives to dehumanize the suitors, constantly portraying them as filthy, ravaging pigs. We also see a more direct approach deployed by Homer, one that carries personal significance to him. As a bard himself, Homer always remained at the lower end of the caste system within his own society. This inspired him to take action, using his craft he carefully constructed an epic infused with propaganda. Miniscule interjections, ones that may seem out of place, now appear to carry an ulterior motive, as Homer constantly reiterates the integral role that his class exhibits. One overarching example of his self-empowerment is be seen in the events that succeed the slaughter of the suitors. As Odysseus hunts for all left who plot against his throne, he is met with Phemius, the suitors designated bard. In this instance, Homer contorts logic and allows the bard to liberate Telemachus mind, and sways him to go against his own father. Following Phemius pleas, Telemachus bursts to the bards defense, he attests Stop, dont cut him down! This ones innocent. (Page 450 or 22.376). In this passage Homer conveys that Phemius, a mere bard can break the rock-hard will of the great Odysseus with a swift motion of words. He uses his convincing words to claim that he has always been loyal to Odysseus. Don’t waste time! Our writers will create an original "Interpretation Of Caste Systems In Odyssey" essay for you Create order Eumaeus, the swineherd, displays sterling dedication to his master Odysseus, both in true and disguised form. As Odysseus continues to adjudicate his loyalty to the throne, Eumaeus attests his allegiance not only to the throne, but also to his fellow classmen. During his probe, Odysseus receives the same respect from Eumaeus that he received from many of the kings he encountered on his exploits before. By enacting so, Homer subtly hints that Eumaeus could rival even a kings expression of Xenia, that too without all the luxuries of one. Another lower-class figure who carries similarities to royalty is Eurycleia. She is seen as a mother figure to both Odysseus and Telemachus, yet effectively embodies both roles. As Penelope neglects her son in grief, Eurycleia volunteers to bare him as her own, as she did once his father. On page 406 or 19.495-19.496 Odysseus queries Nurse, you want to kill me? You suckled me yourself at your own breast-and now Im home at last, therefore, implying Eury cleia raised him as her own. Despite his hubris, Homer recognized his audience, and catered to them accurately. Since a significant amount of Homers target audience consisted of affluent visionaries, he cleverly contorted the way he pushed his narrative. Not all lower-class people were portrayed as above the rich, many stuck in their place as uneducated low-lives. An exemplary embodiment of this is the pugnacious behavior expressed by Irus, the beggar. When he confronts the Odysseus, he enters with an overwhelming amount of pompous. He too is a beggar like Odysseus, yet his nonsensical arrogance prompts him to provoke his fellow classman. After insulting Odysseus, he is met with a backlash, in response he rapidly escalates his tone Well, Ive got a knock-out blow in store for him. Belt up-so the lords can see us fight it out. (Page 376 or 18.33-18.37). During the events proceeding the suitors galvanize Irus to fight. Ironically, Odysseus swiftly put the suitors to rest by pummeling Irus. The strategy Homer employs to prevent from demeaning the lower-class is ingenious. Another example of this is Melanthius, the goatherd, who heckles Odysseus shamelessly before his demise. While Odysseus and Eumaeus journey to the palace, they encounter Melanthius. He holds equality to Eumaeus, also an animal herder, in social status, but undoubtedly towers over Odysseus, who takes the form of a beggar. What sets Melanthius apart from Eumaeus is his aggressive attitude towards Odysseus. During the presentation of his jeering plethora of insults, he slowly provokes Odysseus to a breaking point. Soon thereafter, he becomes physical, And just as he passed Odysseus the idiot lurched out with a heel and kicked his hip. (Page 361 or 17.256). He fails to knock Odysseus, but that was never the purpose of this excerpt. The language Homer uses to describe Melanthius says enough by itself. By calling him an idiot, that too in third person, he interjects his emotion into the story, yet he adds to layers to his claim to avoid backlash. Some people see his declaration as direct, pertaining to Melanthius foolishness to try to drop Odysseus. Opposingly, his claim can be seen as a message to lower-class member as a call to unite rather than fight amongst each other. This second interpretation would also explain the inclusion of his harrowing slaughter with the rest of the suitors. Any and all unruly lower-classmen have one accentuated trait in common, they are strongly linked to the suitors, suggesting the suitors drove them to wrongdoing. The suitors are portrayed as demonic creatures who ravage away at Odysseus goods. However; they take on a much more relevant role only after Odysseus arrives. They treat him with abuse and insult constantly, oblivious to the impending doom that they are soon to face. The most assertive of the suitors is by no doubt Antinous, such is stated by his own comrades, And he incited it all-Antinous-look, the man who drove us all to crime! (Page 441 or 22.50-22.51). During an early altercation we see how Homer strives to set Antinous apart from the rest of the suitors. When he throws a stool at Odysseus in rage for his request of food, he is shunned by his own men, Look Antinous that was a crime, to strike a luckless beggar! (Page 370 or 17.432-17.433). Of those who do sympathize with the royal family, Amphinomus stands out the most. Even Penelope, the woman the suitors plague, was pleased by his presence. He, unlike Eurymachus stood up in a time of tranquility rather than a time of desperation. Unfortunately, news of this well-doing never makes its way to Odysseus, and Amphinomus is killed anyway. What Homer tries to convey here is that loyalty cannot be bought in an instant, it must rather be won over a period. Yet he exclusively lets a loyal suitor die, showing that Odysseus and Homer are diffrent. Using Odysseus allows Homer to contradict himself since he can simply pit one side of the argument onto Odysseus beliefs rather than his own. Homer uses Odysseus divisively to create a contrast of opinion as well as an exemplary model of Homers beliefs. Homer uses Odysseus in any and every way that is convenient, yet the mastery of his craft is that he is able to do so while maintaining the flow of thought. Through an alternative persp ective we see that Odysseus mission was never really about him, it was rather about those he brought along. After the Eumaeus and Eurycleia assisted Odysseus in his pursuit of the throne, they were could rise up from the oppression they once faced from the suitors. Homer only used Odysseus as a match to light the flame of liberation for Eumaeus and Eurycleia. Homer wrote what may seem at a preliminary glance as a simple epic, yet what he hid inside his book did wonders. Just as many of his narrational styles inspired many of the great storytellers of our day, his internal messages also inspired many human rights activists. By uplifting those oppressed in the Odyssey, he gave hope to all those who suffered the demeaning life he had. In The Odyssey Homer argued that the caste system corrupted the minds of those at the top, leaving only the lower-class with any morality.