A Rose for Emily, by William Faulkner - 872 Words

People often stick to tradition, but does that mean tradition is proper? Throughout time, many things in life change, but sometimes things stay preserved. The past is the past and cannot be altered, but things can become spoiled, whether by nature or by man. Gender representation has come a long way in the past few hundred years. To this day life is still not equal for either group. The genders have portrayed for millenniums certain duties and created imageries people associate with both, and will not go away overnight or in a century, possibly not even in a millennium. These typical obligations have become preserved by literature throughout history. One such narrative is â€Å"A Rose for Emily†, written by William Faulkner in 1930. There†¦show more content†¦Kitchens today are everywhere, being used by everyone and anyone. Whether they are getting cleaned in a river or a dishwasher, civilization still associates women with the role of being in charge of the kitchen. This may have been true in the past, but men stay at home now and even if they don’t, they help participate in cooking or with other duties around the home. Especially in the past, individuals never thought men could handle the jobs of women, even though no one thought women could handle the jobs of men. One example of a kitchen in the story is when they state, â€Å"As if a man—any man—could keep a kitchen properly† (Faulkner 16). They were talking about a male servant, which is very uncommon in those days. Even though this took place in the 19th century, humans should have come far enough to realize that a man can take care of a kitchen if they were allowed to do so. The author included this into the story because, it challenged the standard views of society allowing the idea that a man’s role was that of a typical women. The idea that a woman had power in the story drove the townspeople crazy. During the era in which the story takes place, men used women to take care of their assets and have children. Men more of a public figurehead for the families. While women were the image of the private aspects that happened behind closed doors. Since the beginning of time, men have accumulated many images. One of theShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that

The Debate Over Artificial Intelligence Essay - 1507 Words

The Debate Over Artificial Intelligence Can machines think? Or rather, can we develop true artificial intelligence in the sense of machines that think and understand as we humans do? This is an interesting problem that is becoming more and more relevant in our lives as computers become more complex and integral to our lives. Two articles, John Searles Minds, Brains, and Programs and William Lycans Robots and Minds, present two different answers to this question and also raise several new questions. John Searle takes the position that on one level computers do think - they manipulate symbols - yet on another level they do not think - computers do not understand the symbols they are manipulating to mean anything in the sense†¦show more content†¦Central to this definition is the idea of taking in data and making a decision (even if the decision is to do nothing). I realize that this definition of thinking is a bit broader than common usage, but I do not think that it is outside of acceptable limits. The act of decis ion making, and limiting the decision making to data, is what separates my definition from Searles amusing idea of a thinking stomach. The stomach takes in matter and physically processes it in a certain set way. However, any changes in how the stomach treats this matter are the result of the brain sending out decisions it has made by processing the data the stomach has sent to it. I define understanding as the more complex process of making associations between a symbol and other symbols, as well as between a symbol and the actual thing it represents. Therefore, for something to understand a symbol, it must have stored memory about the symbol, and be able to make associations between the symbol and other related things. Depth of understanding relates to the quantity and quality of stored references (as well as to quality of perception), and the complexity of the associations made with them. For example, the first time I heard the term web page, I had no understanding of the term (term being synonymous with symbol). After seeing one on a computer on a TV newsShow MoreRelatedComputer Science And Artificial Intelligence1712 Words   |  7 Pageslanguages and artificial intelligence. Artificial Intelligence Artificial intelligence can be defined as the theory that a technological system such as computers are able to independently perform tasks that would normally require the operation of a human being to achieve. The primary goal of an artificial intelligence system in a machine is to autonomously make decisions based on its perceived environment and efficiently complete a range of given tasks. Artificial intelligence in all forms seeksRead MoreIs Artificial Intelligence Becoming Mightier Than The Human Intelligence? Essay933 Words   |  4 Pagesthe body of a human being. Intelligence is defined as the mental ability to reason, solve problems and learn. The cognitive ability of the brain changes through variations in the environment. The human brain has evolved over time hence an opportunity to improve the intelligence of the human species. The evolution of language is the most qualitative change of the conscious brain that differentiates us from other creatures. John McCarthy defin es artificial intelligence as the science of engineeringRead MoreEssay On Artificial Intelligence738 Words   |  3 PagesArtificial intelligence is a beneficial form of technology used daily by humans around the world, and is widespread across society. It is used in almost every field of our lives, from our phones, to our food, and is devoted to making our day-to-day life easier. However, there is much debate worldwide about whether this technology is truly beneficial or not for society, as some choose to believe that it is doing more harm than good. Artificial intelligence (AI) is usually defined as the scienceRead MoreEthical Dilemma Of Artificial Intelligence1345 Words   |  6 Pagesbeen great strides that have been accomplished when it comes to our progress on Artificial Intelligence. Therefore, there has been ongoing ethical debate about weather or not humans should ultimately extend rights to Artificial Intelligence once it becomes sentient. Many highly respectable perso ns, such as Bill Gates, Elon Musk, Stephen Hawking, and Steve Wozniak have all voiced their concerns against Artificial Intelligence; even going as far as saying it could lead to the eventual demise of all ofRead MoreA Robotic Body Via Remote Neuron Detectors1438 Words   |  6 Pagesbrains in robots, or human-level brains, are worthy of equal rights with humans, or even rights at all. Because resolving this issue requires, at heart, redefining what it means to be human, there are a great number of shareholders present in this debate. Many non-engineer philosophers feel that since robots are created by humans, robots can never be considered truly alive, and thus must have no rights (Petersen 44). However, other philosophers argue that robots will eventually meet the definitionRead MoreEssay on Artificial Intelligence and its Uses819 Words   |  4 PagesArtificial Intelligence and its Uses Artificial intelligence is defined as the ability of a machine to think for itself. Scientists and theorists continue to debate if computers will actually be able to think for themselves at one point. The generally accepted theory is that computers do and will think more in the future. AI has grown rapidly in the last ten years because of the advances in computer architecture. As AI advances, human beings are using it to help with some problemsRead MoreThe Controversy of Artificial Intelligence1476 Words   |  6 PagesThroughout its history, artificial intelligence has always been a topic with much controversy. Should human intelligence be mimicked? If so, are there ethical bounds on what computers should be programmed to do? These are a couple of question that surround the artificial intelligence controversy. This paper will discuss the pros and cons of artificial intelligence so that you will be able to make an educated decision on the issue. What is Artificial Intelligence? The first step in getting anywhereRead MoreRationalism vs. Irrationalism1607 Words   |  7 Pagesrationalistic perspecive we observe the mind as active, the emotions passive, and the notion that no material thing can cause an nonmaterial idea; however from the viewpoint of irrationality I will prove that: 1) Emotion is in fact not passive and 2) Intelligence can be created materially. Before going into detail on irrationalism I wish to explore the rationalistic perspective. The rationalist tends to believe in the existence of truths that could not be discovered through the senses alone,Read MoreEssay on The Turing Test1426 Words   |  6 Pages One of the hottest topics that modern science has been focusing on for a long time is the field of artificial intelligence, the study of intelligence in machines or, according to Minsky, â€Å"the science of making machines do things that would require intelligence if done by men†.(qtd in Copeland 1). Artificial Intelligence has a lot of applications and is used in many areas. â€Å"We often don’t notice it but AI is all around us. It is present in computer games, in the cruise control in our cars and theRead MoreChatbots In 20301490 Words   |  6 Pagesside of the coin. It can be pretty hard and enormously time demanding task for teachers to manually check of thousands of essays in one go. But in the new age of artificial intelligence, teachers can leave essay grading to simply software which uses â€Å"uses artificial intelligence to grade student essays† Also this artificial intelligence can do wonders in massive online courses, where it is really tedious t o control thousands of online course students and share timely/constant feedbacks. Example The

Abraham Maslow free essay sample

Abstract Abraham Maslow is considered to be the father of Humanistic Psychology. Though growing up in a cruel household, he accomplished much in his lifetime. An avid advocate of â€Å"Human Motivation†, Maslow developed many theories corresponding to the subject. This article goes into detail on his theory of Hierarchy of Needs and Self-Actualization. Maslow put forth the notion of a 5-level pyramid of needs. Psychological, Safety and Security, Love and Belonging, and Esteem were considered essential â€Å"basic† needs. These must be fulfilled before a person can reach the highest level of Self-Actualization. Maslow studied a range of historical and public figures to come to a conclusion of the characteristics of a self-actualized individual. A self- evaluation of myself concludes the essay. While evaluating yourself is never an easy task, I thought extensively on how to bring myself to a self-actualized level. I would be honored to eventually achieved the self-actualized potential, as only less than 2 percent of our population have been recorded as so. Early Life Abraham Maslow was the first-born child of Samuel and Rose Maslow. He was born on April 1, 1908 in Brooklyn, New York. His parents were destitute, uneducated immigrants from Russia. Strongly religious, they strictly adhered to the Judaism denomination. Maslow was raised the sole Jewish boy in a non-Jewish neighborhood. Due to this, he grew up lonely and found contentment in books. Maslow once said â€Å"I was a little Jewish boy in a non-Jewish neighborhood. It was a little like being the first Negro enrolled in an all-white school. I was isolated and unhappy. I grew up in libraries and among books, without friends† (Hall, 1968, p. 37) The home-life of Abraham Maslow was filled with troubled times, as well. The relationship between Maslow and his father was hostile. Being uneducated himself, Samuel Maslow forced his son to be versed in areas that were of no interest to Abraham. According to Maslow’s own recollection, his father loved whiskey, women, fighting, and regarded his son as ugly and stupid (Emrich, n. d. ). Samuel frequently humiliated his son in public, causing Maslow to think of himself as disgusting. This left marks on his self-confidence. If riding the subway, he would look for an empty car, so that no one would have to see how atrocious he was. Maslow intensely despised his mother, Rose. He felt that his mother was insensitive and unloving. Showing signs of affection or love was alien to her, especially to her own family. His disgust of his mother began when she decided to place a bolt-lock on the refrigerator. She only removed the lock when she was in a pleasant mood. Maslow had a love for animals. When he was a child, he found two deserted kittens and brought them home. One evening, Rose found young Abraham feeding the kittens milk in the basement of their home. She flew into a rage and crushed the kittens’ heads against the wall. This horrific event stuck with him for the rest of his life. As an adult, Maslow eventually reconciled with his father. In interviews, he actually spoke positively of him on a few occasions. Nevertheless, he never desired to make peace with his mother. Throughout his life, his hatred continued to grow and he even refused to go to her funeral. Through all the heartache, he managed to have a valuable relationship with his uncle that continued the full-length of his lifetime. On December 31, 1928, Abraham Maslow married his long-time love and first cousin Bertha Goodman. The couple conceived two daughters, Ann and Ellen. Maslow later stated that the moment that he married Bertha, his life changed forever. He regarded this as the â€Å"true beginning of his life† and they remained happily married until his death (Emrich, n. d. ). Education In 1922, Maslow attended the Boys High School in Brooklyn (Hoffman, 1988). In high school, his love for Social Science and Philosophy began to emerge. At the early age of 17, Maslow enrolled at the City College of New York (CCNY). He majored in science, focusing on a future career in humanities. While at CCNY, Maslow excelled in English and Social Sciences. Trigonometry was not his strong suit, causing him to be on academic probation in his second semester (Patel, 2012). In 1926, Maslow’s father pushed him to enroll at the Brooklyn Law School (BLS) to begin law studies. Abraham endured nightly law classes, while still attending day classes at CCNY. After two months, he dropped out, realizing that law was of no interest to him. In 1927, Maslow left CCNY for Cornell University in Ithaca, New York. Due to cheaper tuition, he applied to the College of Agriculture at Cornell. He majored once again in social sciences to fulfill his dream. Maslow was disheartened by an Introductory Psychology course that he took, instructed by Edward B. Titchner (Emrich, n. d. ). He found Titchner’s teaching in of Structuralism and his theory of â€Å"Scientific Introspection† dull. At the end of the semester, Maslow left Cornell to return to New York and attend CCNY once again. In 1927, Maslow was again studying Humanities and Social Sciences at CCNY. In 1928, Abraham transferred to the University of Wisconsin after hearing of its exceptional professors. In 1930, he finally was awarded his Bachelor’s Degree and in 1931 he completed his Master’s. After having a hard time finding employment as a professor, he accepted the position of a Psychology Teachers Assistant at his Alma Mater. While assisting in psychology classes, famed experimental psychologist Harry Harlow took notice of him. Maslow soon became Harlow’s research assistant and first doctoral student. Harlow and Maslow studied the social behavior and learning potential of primates. Influenced by his work with Harlow, Abraham instituted a study of investigating food in preferences in animals (Patel, 2012). He examined pigeons, dogs and monkeys throughout his studies and found that the higher the animal is on the phyletic scale, the more fluctuating the animal’s food preference will be. Maslow published a paper of his theory called â€Å"Appetites and Hunger in Animal Motivation† in 1935 (Patel, 2012) His paper displayed the dissimilarity between hunger and appetite, and showed that behavior cannot be understood as motivated by the gratification of survival needs (Hoffman, 1988). For his doctoral degree, Maslow continued his research of primates; focusing on their dominant behavior. Throughout his studies, he found that the higher the monkey was on the primate scale, the less brutality in dominance. The results of his studies lead him to go beyond his original dominance theory and recognize that something else stimulates behavior, particularly in higher levels of human nature (Wilson, 1972). After achieving his PhD in 1934, Maslow accepted a fellowship at Columbia University. Working alongside the prominent Dr. Edward L. Thorndike, he extended his research to dominance in humans. While they were actively working together, Thorndike administered an IQ test on Maslow. Much to their surprise, he responded with a result of 195. Although Maslow originally was inspired by the work that he did with Thorndike, he eventually became uninterested. Maslow was compelled to research human sexuality, which Thorndike stood behind. Between 1937 and 1942, Maslow published numerous articles based on female sexuality (Emrich, n. d. ). Throughout his studies, he found that dominant women are more likely to be extroverted. Although that may be true, he found that those women were allured to highly-dominant men, who were aggressive and vain. Vice versa, women who are less-dominant, tend to interested in men who are kind in nature. In 1937, Maslow accepted employment as a psychology professor located at Brooklyn College. For the next 14 years, he would teach at BC and continue his human sexuality studies. In 1951, was afforded the opportunity to become Chairman of the Psychology Department at Brandeis University. Soon after accepting the position, he began to question the way the psychologists came to conclusions. He had his own ideas on how to understand the human mind. He would eventually call his theory â€Å"Humanistic Psychology†. He published many documents in his later life, including the notable works â€Å"Motivation and Personality†, â€Å"Toward a Psychology of Being†, and â€Å"The Further Reaches of Human Nature†. In July 1966, Maslow was elected president of the American Psychological Association. Due to his failing health, he retired from teaching and accepted a fellowship at the Student Affairs Graduate Association. On July 8, 1970, Abraham Maslow passed away at the age of 62 after suffering a heart attack. He left behind prominent theories that are still referenced today. These theories include Maslow’s Hierarchy of Self Needs, Maligned Human Nature, Self-Actualization, and the Theory of Human Motivation. Hierarchy of Self Needs In his 1943 paper â€Å"A Theory of Human Motivation†, Abraham Maslow first introduced his concept of Hierarchy of Needs. He stated that a person must full their most basic needs in a natural hierarchy while advancing to a higher, self-actualization. His theory is most often displayed in pyramid form. The original five stages of Maslow’s Hierarchy are divided into basic or so-called deficient needs and growth needs. The lowest levels of the pyramid consist of a person’s deficient needs, eventually advancing to the more complex, growth needs at the top. Once these needs have been fulfilled, one may work on his or her) rise to self-actualization. The first level to be satisfied is a person’s â€Å"Psychological† needs. These include one’s necessity for oxygen, water, food and sleep (Cherry, n. d. ). Maslow believed that â€Å"Psychological† needs consisted of your most basic, considering that a person could not live without these attributes. Once a person’s psychological needs have been achieved, the level of â€Å"Safety and Security† comes into play. These are the needs for structure, order, security and predictability. Once the individual has a sense of being secure, safety needs have sufficiently been met. Maslow’ considered the third level of needs to be less of a priority than psychological and security needs (Cherry, n. d. ). The stage known as â€Å"Love and Belonging† corresponds to the need that drives an individual to seek relationships with others. This is based on affection towards friends, family, children, and an all-around sense of community. Satisfaction of â€Å"Belongingness† then triggers the rise of â€Å"Esteem† needs. Maslow proposed two levels of esteem needs, these being know as lower and higher stages. The lower stage pertains to the need for status, fame, recognition, attention, respect of others, appreciation, and even dominance (Boeree, 1998). The higher form relates to the needs for self-respect. This includes feelings of confidence, achievement, independence, and freedom. The lower stage is easier to lose, based on the fact of the characteristics relying on the respect of others. Self-Actualization â€Å"What a man can be, he must be. This need we call Self-Actualization. † –Abraham Maslow The highest level of â€Å"Self-Actualization† needs presents itself once all â€Å"basic† needs have been satisfied. This need is fundamentally different from the former levels in the aspect of prior needs are driven by â€Å"deficiency† (Heylighen, 1992, Pg. 41). According to Maslow, Self-Actualization pertains to â€Å"Ultimate Psychological Health† that is continually developing. This stage is also known as â€Å"Growth† needs, due to the fact that once self-actualization is reached, it cannot be lessened, only made to grow. Maslow biographically analyzed several historical and public figures in his conceptualization of the Self-Actualization theory. Abraham Lincoln, Albert Einstein, Thomas Jefferson and Eleanor Roosevelt were included in a group of individuals that Maslow believed met the standard of Self-Actualization. In his research, he examined their biographies, their acts and personally interviewed a few contemporaries. From these sources, he developed a list of common qualities that these people possessed. 1. Openness to Experience- They are eager to learn new ideas and skills, open to engage in new experiences, and try new things. 2. Accurate Perception of Reality- They tend to be truthful and are able to differentiate between genuine and dishonest. 3. Freshness of Appreciation- They are open to spontaneous feelings of awe and wonder and are more prone to peak experiences. 3. Spontaneity- They are natural, open-minded and not worried about what other people may think. 4. Creativity- They exhibit a playful attitude towards problem solving and self-expression. 5. General Attitude of Acceptance- They are not deterred by events that they cannot change, only what is, might be or ought to be. 6. Stability- They have little difficulty making decisions and know how to distinguish between good and bad. 7. Autonomy- They do not need other people, make decisions for themselves, prefer solitude, and have a need for privacy. 8. Empathy- They possess an affinity towards humanity as a whole. They are friendly to everyone that they meet, especially children. 9. Sincerity, Self-Disclosure and Intimacy- They have close personal friends, family and lovers and tend to drop all defenses. Maslow once stated â€Å"There are no perfect human beings† (McLeod, 2007). Studies have found that less than two percent of the population actually achieves self-actualization. To be self-actualized, a person did not need to display all of Maslow’s stated characteristics, yet merely achieve one’s potential.

The Food Safety Measures in Australia †MyAssignmenthelp.com

Question: Discuss about the Food Safety Measures in Australia. Answer: The main cause of food contamination in Australia is the microbial contamination. The microbes can grow and multiply in different foods that they consume. The increased compliance of microbial contamination will bring in the most leading microbe the Salmonella. The causes and effects of the different microbes Salmonella This particular microbe is mainly associated with the livestock and the chicken food, poultry. The food poisoning is associated with the not well cooked food or not adequately cooked eggs, unpasteurized diary and raw milk and cheeses. The effect of Salmonella infection is that it will lead to gastro flu like disease. The disease is called the Salmonellosis. Prevention will include the exclusion of the people bearing the Salmonella infection. The food should be well cooked. There should be strict measures in handling the food (Zwietering et al, 2016). Campylobacter This bacteria cause food poisoning called the campylobacteriosis. They are also the common cause of diarrhea in Australia. They are often found to be poisoning the food that is undercooked. The supermarket chickens are mainly contaminated with this type of bacteria. People should be extra care while handling the cooking stuffs. The hands should be well cleaned and sanitized while chopping or using the utensils. Listeria Listeria monocytogenes comes from the cooking place. The pregnant women and the children who have less immune system gets more chance to be affected by the disease. They mainly contaminate the seafood, precooked deli meats, premixed raw vegetables. To promote safety from this microbe one should see to the maintenance of the workplace with hygiene maintence and. The raw materials that is to be well washed (Luning et al, 2015) Golden staph They infect the persons through the cut in the skins and the symptoms of the disease may cause sore throat and swelling, blisters and impetigo. The poultry, eggs and diary are mainly contaminated with this microbe. The people who are touching food must continuously wash their hands and also use sterile disposable gloves. Clostridium perfringens Not appropriate cooked food and refrigerated food are the main source of C. perfringes cells that cause food poisoning. They cause Diaarhea and abdominal disorders. The older people and infants are highly susceptible to this. The preventive measures will include well cooked food. There should be use of the food thermometer. The food should be kept hot after cooking and then should be consumed. Bacillus cereus It causes abdominal disorders. These bacteria produce toxins that lead to the food poisioning. The main safety measure that can be taken is that if the food is stored for longer than 2 hours or if the food is cold about 400F they should be well heated before consuming (Keuckelaere et al, 2015) Case studies Risk Reason of risk prevention The casual staff in the hotel had cut in the hand The food left for hours The food left in the refrigerator The staff if infected with any microbes than the other persons consuming it will be affected. This could be another reason for food poisoning due to microbes as the long hour time is enough for the microbe to grow The cold condition is favorable for the microbes to grow. These will include proper handling of the food and the food should be heated before it is consumed (Mcauley et al, 2014). References Keuckelaere, A., Jacxsens, L., Amoah, P., Medema, G., McClure, P., Jaykus, L. A., Uyttendaele, M. (2015). Zero risk does not exist: lessons learned from microbial risk assessment related to use of water and safety of fresh produce.Comprehensive Reviews in Food Science and Food Safety,14(4), 387-410. Luning, P. A., Kirezieva, K., Hagelaar, G., Rovira, J., Uyttendaele, M., Jacxsens, L. (2015). Performance assessment of food safety management systems in animal-based food companies in view of their context characteristics: a European study.Food Control,49, 11-22. Mcauley, C. M., McMillan, K., Moore, S. C., Fegan, N., Fox, E. M. (2014).Prevalence and characterization of foodborne pathogens from Australian dairy farm environments.Journal of dairy science,97(12), 7402-7412. Zwietering, M. H., Jacxsens, L., Membr, J. M., Nauta, M., Peterz, M. (2016). Relevance of microbial finished product testing in food safety management.Food Control,60, 31-43.