Annotated Bibliography-Sheila Coursework Example | Topics and Well Written Essays - 1250 words - 3

Annotated Bibliography-Sheila - Coursework Example It is significant, however, on how data archiving is such a difficult task to the organizations. Dregan, A., Grieve, A., van Staa, T., Gulliford, M. C., & eCRT Research Team. (2011). Potential application of item response theory to the interpretation of medical codes in electronic patient records. BMC Medical Research Methodology, 11(1), 168-168. doi:10.1186/1471-2288-11-168 The article is a publication of the BioMed Central limited. The study observes that electronic patients are usually coded but the use of this systems are not apparent to the health provider hence proposes the use of item response theory to eliminate the problem. It offers for further studies on how the characteristics of the patients can be differentiated. The review is very extensive and uses other studies to justify the research making the reader integrate the topic quickly. Data was collected by grouping members from similar families in the United Kingdom and codes established for identification. The health care though should take care of records of particular patients that ensure accurate advice since health is such a critical matter. Duranti, L. (2010). Concepts and principles for the management of electronic records, or records management theory is archival diplomatics. Records Management Journal, 20(1), 78-95. doi:10.1108/09565691011039852 Emerald publishing group limited are the publisher of the journal. It postulates that data that is archived by an organization should represent facts hence establishing on how electronic management can be done within firms. The study does not provide for other studies and knowledge of the study do not exist either. The review is detailed and inclusive that provides for a good understanding of the study. The author analyzes the problems that are associated with archives and meanings of electronic records to generate data that is

Concrete Constituent and Mix Design Essay Example | Topics and Well Written Essays - 1500 words

Concrete Constituent and Mix Design - Essay Example Natural heavyweight aggregates include materials such as goethite, limonite, barite, illmenite, magnetite, and hematite, with specific gravities (SGs) ranging from about 3.5 up to about 5.3, leading to concretes with unit weights up to about 4100 kg/m3 . For higher unit weight concretes, synthetic materials such as Ferro phosphorous (SG 5.8 to 6.8) or scrap iron and steel punching (SG 7.8) can be used, with resulting concrete unit weights of up to 6100 kg/m3. High-density aggregates are good attenuators of gamma rays and of fast neutrons, hence their use in radiation shielding. Although heavyweight concretes can be proportioned in much the same way as ordinary concretes, the aggregates tend to be harsh and have a tendency to segregate from the rest of the mix. As a result, both higher than usual cement contents and a higher ratio of fine to coarse aggregates are recommended. Normal Weight Aggregates Aggregates make up about 75% of the volume of concrete, so their properties have a la rge in?uence on the properties of the concrete (Alexander and Mindess, 2005). Aggregates are granular materials, most commonly natural gravels and sands or crushed stone. The role of the aggregate is to provide much better dimensional stability and wear resistance; without aggregates, large castings of neat cement paste would essentially self-destruct upon drying. Also, because they are less expensive than Portland cement, aggregates lead to the production of more economical concretes. These aggregates are used to make ordinary concrete having unit weight of 2300 kg/m3. In general, aggregates are much stronger than the cement paste, so their exact mechanical properties are not considered to be of much importance (except for very high-strength concretes). Similarly, they are also assumed to be completely inert in a cement matrix, although this is not always true, as will be seen in the discussion on the alkali–aggregate reaction. Light Weight Aggregates Light weight aggregates , which can be either natural or synthetic materials, are characterized by a high internal porosity. Ordinary concrete has a unit weight of about 2300 kg/m3, but lightweight concretes with unit weights as low as 120 kg/m3 can be produced, although they are accompanied by a significant decrease in concrete strength. Natural lightweight aggregates include pumice, scoria, and tuff; however, most light- weight aggregates are synthetically produced. The most common such lightweight aggregates are made from expanded clay, shale, or slate. The raw material is either crushed to the desired size or ground or then pelletized; it is then heated to 1000 to 1200Â °C. At these temperatures, the material bloats (or puffs up) due to the rapid generation of gas produced by the combustion of the small amounts of organic material that these particles generally contain. (The process is similar to that of popping popcorn.) Other materials, such as volcanic glass (perlite), calcium silicate glasses (sla g), or vermiculite, can similarly be bloated. Lightweight aggregates tend to be angular and irregular in shape and can be quite variable. b) Select one physical property and one mechanical property of aggregate and describe in detail the role and influence of these properties on the overall performance of the concrete. Particle Grading The particle-size distribution in a sample of aggregate, referred to as the grading, is

Literature Review (Topic may be decided by writer) Research Paper - 1

Literature Review (Topic may be decided by writer) - Research Paper Example This paper tends to identify factors that limit the competency of workforce in an organization and suggests ways in which the competency of workers can be enhanced. The needs of workers, if fully met, can play a fundamental role in improving their competency at work. Competency is a very broad term and has been interpreted by philosophers in different ways. Some people have categorized competency into different types; â€Å"The competences required of an occupation include both conceptual (cognitive, knowledge and understanding) and operational (functional, psycho-motor and applied skill) competences† (Deist and Winterton, 2005). Others have resorted to defining the competency itself without any reference to its types. There is little to no consensus upon a unique definition of competency, and people generally vary in their interpretation of competency. Nonetheless, for the scope of this literature review, one definition of competency needs to be chosen from among a vast major ity of sources. In their book, Stern and Kemp (2004) have referred to competency as a product of three traits, which are an individual’s skill or knowledge, motivation and qualities in the personality. For the scope of this research, this definition will be taken forward and factors affecting workers’ competency will be analyzed with respect to their skill, motivation and personality traits. Workers develop their skill as a result of their years of schooling and training that they receive upon a specific field of their choice, that later becomes their profession. Different students get educated in the same educational setup but vary in their knowledge of the subject. This essentially tells that there are one or more than one factors in addition to the years of schooling and training that play a decisive role in the development of skill in an individual. Such factors include but are not limited to a student’s interest in the studies, conflict between the environm ent of school and that of the home, willingness of the parents to get their child educated, affordability of parents, the extent of time a student can dedicate to studies given the responsibilities towards family, and the psychology of the student. All of these factors and many more mutually shape a student’s level of association with studies. In order to make sure that a company benefits from the services of a highly knowledgeable and skilled workforce, the first step management can take is to be very critical in the selection of employees. This requires great contribution of the human resource department in the organization. The selection procedure needs to be very well developed so that a highly skilled workforce is made part of the organization at the outset. Once the workers have been hired, managers can improve their skill by providing them with on-job education and training. This practice has become common in a vast majority of world class enterprises. Development of t he employees’ skill is considered vital in order to gain competitive advantage over contemporaries in the market. A lot of companies make their employees undergo regular training session on the job. Although it does incur the owners some cost in the start, yet the loss is made up in the long run as workers’ competency in work is enhanced and they are able to perform in a better way. Motivation, like competency is also a very broad term. It can be

Staff Training and Development Essay Example for Free

Staff Training and Development Essay From a company perspective, training and development of company employees are essential for organizational operation. From an employee perspective, the same factor is critical for skill development and for career advancement. â€Å"The retention of valued skill sets, are important for continued business achievements† and as a supervisor it is important to continuously train and develop your staff’s skills (McClelland, 1993). As a supervisor of employees whose task is to assemble tuning devices that go into cell phones, it is important to investigate why the quality of work has diminished. Training, managerial development and training, and performance management are some factors that could be attributing to the decrease in quality of the tuning devices assembled by the employees. Trial and error will need to take place in order to determine if the lack of training has been contributing to poor quality work. The training of employees leads to â€Å"increased employee satisfaction, facilitates the updating of skills, leads to an increased sense of belonging and benefit, increased employee commitment to the organization, and strengthens the organization’s competitiveness† (McClelland, 1993). It also improves productivity efforts. â€Å"It is improbable to produce improvements in human performance without relying, to one degree or another, on training† (Asim, Waqas, Cheema, 2012). To determine if training should be necessary or required, it would be important for the supervisor to look back at past training modules and new processes. Employees may need retraining on assembling tuning devices and the importance of quality work ethics. Audits of employee training will focus on task evaluations, work practices, and methods in an attempt to address the problem that has been affecting the employee’s quality of work. Managerial training and development could also play a part of the employee’s quality of work. It is important as a supervisor to attempt to â€Å"improve managerial performance by imparting knowledge, changing attitudes, or increasing skills† (Dessler, 2011, p. 155). Improving managerial skills can assist with implementing ways to improve employee performance and development. As a supervisor, it is important to work on goals and to figure out which goals are not working for your employees. A supervisor needs to assess their management skills to see if it is hindering or affecting the employee’s work ethics. Feedback on employee knowledge or changes in quality need to further discussion with employees on a weekly base especially if there has been a significant decrease in the quality of work. Another factor that a supervisor must ask is how often appraisal performances are conducted and what affect that has been having on the employee’s work quality. Appraisals help the supervisor make â€Å"promotion and salary raise decisions†, it lets the supervisor develop â€Å"a plan for correcting any deficiencies† (the quality of tuning devices), and it facilitates career planning by â€Å"providing an opportunity to review the employee’s career plans in light of his or her exhibited strengths and weaknesses† (Dessler, 2011, p. 170). Creating an appraisal process can shine light on the current issue with the employee’s work quality. If the employees have not been given a goal and/or do not understand their job, it will affect productivity and the quality of work being performed. The supervisor’s appraisal process would reward productive employees and assist the professional growth and development of inexperienced and unproductive individuals. A quarterly appraisal can take place discussing the job description, the process of assembling tuning devices, previously determined goals and objectives; and ongoing observations and communications of performance. These quarterly appraisals provide information for the employees and can assist with assessing the causes of poor assembly of tuning devices. During the annual appraisal, if training or what was previously discussed in the quarterly appraisal has not improved the quality of work, then it may not be training and the Human Resources Department may need to get involved. One other factor not mentioned at the beginning is the potential of environmental change. As a supervisor, any new change in the work environment needs to be taken in consideration. Where there any new changes in assembling of tuning devices for the cell phones that was not covered or mentioned in training? Not all employees are ready for change and if not done correctly it can affect the quality of work. Asim, Waqas, and Cheema (2012) noted â€Å"employees thinking, acting and behaviors are important elements for consideration in order to achieve organizational change successfully†. A change may have been implemented that could be affecting the quality of assembling tuning devices. To improve the employees task to assemble tuning devices that go into cell phones training development, managerial development, performance appraisals, and monitoring change may need to be implemented. Constant monitoring of training and development will assess how the training succeeds. The supervisor will devote time to ensuring that employees get the training programs that is most appropriate for them given their existing skill sets. The supervisor will improve their managing skills and take into consideration any changes in the work environment that has been affecting productivity levels. Assessing these factors will assist in closing the gap between how the employees currently perform in their assembling work and how they need to perform to meet company objectives.

A Comparison of the Roman and Mongol Empires

A Comparison of the Roman and Mongol Empires Contents Introduction The Roman Empire Julius Caesar Governance Religion Trade and Warfare The Mongols Empire Genghis Khan Governance Religion Warfare Mughal Empire Akbar the Emperor Governance Religion and Culture Common Characteristics of the Empires and Emperors Born to Wealthy, Political, and/or Kingship Continue from the foundation Governance Strength for source of power Warfare as a means of expansion Relevant lessons Bibliography Introduction ‘One of the lessons of history is that even the deepest crises can be moments of opportunity. They bring ideas from the margins into the mainstream’ (Mulgan, 2009). Empires have come and gone away but the lessons they brought to the world remain in the minds of the people and documented in the books of world history. The word empire has a very broad definition and some often misinterpret the word. To many it means dictatorship, war among civilisations, exploiting the poor, high profile palaces and Kings and emperors living in comfort ruling over a growing conquest. Although some part of all this is true all of this is history in the world we live in today all that is left is lessons that they brought and the teachings that we still abide by even to this day; history brings more to the table than most people come to think because the governance structures used today, religions, cultures and arts are all brought by the historical world that is passed. In this paper, we are going to discuss the brief history of three empires in history that came in different eras looking at their history, their similarities and the lessons that can be drawn from them. The focus will be mainly cast on governance and city planning but also taking a look at how religion and culture influenced governance and to what extent. How artistry also played a part in planning the cities of the past and how all of these play a major role in our cities today. The empires that are going to be discussed include: The Roman Empire, The Mongols Empire and the Mughal Empire. The structure of the paper is discussing the brief history of the above-mentioned empires individually then from there we look at the common characteristics that exist in each empire that made them successful, this paper will further discuss the differences, the lessons that we can take from history that are still relevant today in terms of governance and city planning. The Roman Empire Some scholars argue that the Roman Empire existed even during the ‘Republic’ although to some extent this is true it was just never visible. It all started in Rome a city-state that is located 25 kilometres from the mouth of the Tiber River. It consisted of high advanced culture and strong army which made it a powerful civilisation (Edward, 1979). Figure 1: Roman Empire (Anon, 2008) Julius Caesar Julius is seen as the engineer of the Empire, he was born to a patrician family in 100 B.C.E to a chief in the senate house of the â€Å"Roman Republic†. He rose in popularity in Rome. Popular with the troops and the people because of his conquest of Gaul; A brilliant military commander. He was murdered on the 15th of March 44 B.C.E; stabbed 23 times by the senate this triggered a civil war which saw Augustus take over the Republic and turning it into an Empire (Bladen, 2011). Governance Rome transitioned from a Monarchy to a Republic then finally to an Empire. This gave a clear distinction between the Proletariat and the bourgeoisie, the rich and the poor, women and men. Only a group of people were allowed to be citizens during the Roman Empire. It was ruled over by one individual who was given the divine power due to power, wealth or any other valuable contributor. The Empire spread all over the Mediterranean Sea as shown above by the picture, ruled by peace there was almost no warfare. This dictatorship system continued for the rest of the Empire (Garnsey Saller, 2014) Religion The Romans and conquered personnel brought many cults to the Empire; they worshiped in churches and their homes, they made sacrifices and held festivals in their honour. Rituals were the main threshold of Roman Religion. Rome was the birth of early Christianity (Garnsey Saller, 2014). Trade and Warfare With the emergence of trade routes and sea transport at the heart of Rome; trade and warfare where the big driving factors to the growth of empire. Winning wars and conquering new territories gave Rome more resources; they acquired new skills from captives, and more slaves that increased the working force (Hopkins, 1980). The Mongols Empire Boasting at twice the land area of the Roman Empire; The Mongols have the largest land empire in world history which stretched long and wide from Central Asia to Central Europe, over to the Sea Of Japan then to Siberia and Indian subcontinents and lastly to Arabia (Khan, 1984). It existed from 1206 to 1368. The Mongols were horse men which enabled them to grow their empire wider and further quicker. The acquiring of horses and other livestock enabled then to greatly enhance their military strength (Rachewiltz, 2013). Figure 2: Mongol Empire (Anon, 2010) Genghis Khan Born to a politically strong family during the year 1161. Brilliant organizer and military mastermind he built the foundation of the Mongols Empire. He died on the 18th of August 1227 which triggered unrest to his grandsons that saw it relevant to grow what he started in memory of his life (Weatherford, 2004). Governance The law was drawn up by Genghis Khan himself with a vital point of instating the ‘Death Penalty’ which made the civilisation to be more peaceful. It was safe and well run because anyone who goes against the rules set out would endure a hard penalty (Rachewiltz, 2013). The Non-democratic parliament central assembly was held at the ‘Kurutai’ where members where the bureaucratic members of the civilisation and the chief was the only one allowed to directly communicate with the Emperor to discuss political and civil related information This dictatorship system continued for the rest of the Empire. Trade routes and postal systems were invented during this time (May, 2012). Religion Although the Emperor allowed for religious freedom the transition of religious systems went from Buddhism to Christianity then finally to Islam. Although citizens were allowed to follow which ever religion they chose (Mumford, 1946). Warfare They were generally horsemen which gave them an advantage over they foot soldiered opponents; they travelled in 10s as they attacked (Saunders, 1971). Figure 3: Mongol Army (Anon, 2012) Mughal Empire In 1494 an 11 year old boy by the name of Babur inherited a Kingdom from his father, the elders thought it would better suit the interest of the empire to take away the kingdom from the boy and assume power driving him away from the land, but little did they know that the boy possessed the power to come back and rule over his father’s empire. After being banished he built an army so strong it could withhold any opposition. The conventional beginning of the empire begins when the army of Babur assumed victory over Ibrahim Lodi in the very first battle of Panipat in 1526. He was a brilliant general and a mastermind in war this is clearly shown by his conquest of an army that had 100000 troops with his army of just merely 12000. He laid the main foundation of the Empire leaving his children to take the throne after he died (Schimmel, 2004). Figure 4: Mughal Empire (Anon, 2013) Akbar the Emperor Babur’s son was the driving force in the small decline of the empire that was growing ever small because of his lack of brilliance in the war field. Akbar on the other grew the Empire through his knowledge and understanding of humans (Sharma, 1999). After conquering his opponents Akbar took the opportunity of growing the culture of his Empire by incorporating the cultures into his Empire. Governance He ruled as the divine ruler with the help from his Bureaucratic officials which formed part of a senate with the chief of the being the one that has direct communication to the Emperor. He approached the position with some element of ease. This dictatorship system continued for the rest of the Empire (Schimmel, 2004). Religion and Culture The Empire was well rounded with different cultures and religions due to the brilliance of Akbar with his ability to blend cultures, He allowed for freedom of Religion this meant that anyone in the empire could worship their own God he’s tolerance was seen when he married women from all different types religions and allowed them to practice in the palace (Schimmel, 2004). The official Religion in the Mughal Empire was Islam but the blending created a host of different cultures new ideas on education, art, politics and language (Sharma, 1999). Common Characteristics of the Empires and Emperors Born to Wealthy, Political, and/or Kingship The most remembered people that gave a foundation to the respective empires were all born to highly recognized families. First we look at Julius Caesar who was born to a patrician family with the father part of the higher order of society which gave him the platform to be greater than his father that is why he continued on to lay a foundation for the Roman Empire (Bladen, 2011). Genghis Khan was born to a political and wealthy family which gave him the power and popularity to go on and exploit this side and take charge to bringing the Mongol Empire (May, 2012). Babur was a son of a king that is why he was presented with the opportunity to rule, although his elders took it away he’s nature to rule was fulfilled when he conquered Ibrahim Lodi and took over (Sharma, 1999). Continue from the foundation The descendants of the foundation kings took over the Empires and grew them to greater heights. The children and grand-children grew the Empires to greater Heights. Augustus took Rome to another level of empire and so did the emperors that followed him (Bunson, 1994). Ãâ€"gedei Khan was assigned by Genghis Khan to be his successor this proved crucial to the growth of the empire (Rachewiltz, 2013). Akbar the grandson of Babur grew the empire to become the largest land empire in history (Sharma, 1999). Governance They all adopted governance structure according to what they thought would work for the current time, place and given resources. Strength for source of power The empires used the resources given to achieve what they managed to achieve. Looking at the Mongols they used horses to expand their territory because they could cover more land quicker and faster and it gave them an advantage over opponents at war. Warfare as a means of expansion They fought to keep their empires and they fought to gather more land and power which was common to all the above empires as a means of expanding their territory Relevant lessons Eventually the needs of the people are much greater than the needs of those in power, by addressing the needs of the people then you will be good in terms of popularity and your position in power will be solidified. This is shown by the Akbar in the Mughal he tolerated the conquered to continue their religion even after he’s captured them (Schimmel, 2004). Freedom of religion gives power to the ruling class because it keeps the dwellers happy. Well assembled civilisations in terms of governance are safe and well run because everyone is happy because they can do whatever they want but abiding by the given rules. The death Penalty by Genghis Khan was a relevant governance structure. This reduces high level crimes like murder so this is a good lesson (May, 2012). How such a small group of Mongols Empire managed to conquered such a vast piece of land was because they were contempt in incorporating they groups that they win over into their empire and this meant that they didnâ€⠄¢t have some kind of barrier that doesn’t allow for outsiders so this meant cultures were well engineered to meet the cultural dynamic unlike most cultures that don’t allow other cultures to enter. City building was influenced by arts and culture that was in the empire and the desired taste of the Emperor because he has the final say on the building of the city. Conclusion Each Empire has its own significant characteristics but at some point they overlap to some extent which means that they have some strong similarities as to how their Empires began which was due to the power hungry political children in an attempt to by-pass their parent’s success. How they handle their conquered territories is also different while some choose to incorporate cultures some just choose to instate their own into the lives of the captives. We can draw a lot from history although we refuse to take the lessons and incorporate them because we think we know better and that history is irrelevant although it plays a vital role in our lives now and it will continue to influence our ideas even in times to come Bibliography Anon, 2008. Roman Empire. [Online] Available at: http://www.crystalinks.com/romanempire.html [Accessed 20 March 2015]. Anon, 2010. Colonialism in India and China. [Online] Available at: http://colonialism-india-china.weebly.com/mongol-empire.html [Accessed 21 March 2015]. Anon, 2012. Badass. [Online] Available at: http://badassoftheweek.com/index.cgi?id=84324331289 [Accessed 22 March 2015]. Anon, 2013. Mr. G @ AHS. [Online] Available at: https://sites.google.com/site/mrgahs/home/period-4-global-interactions-1450-ce-to-1750-ce/mughal-empire [Accessed 22 March 2015]. Bladen, V., 2011. Julius Caesar. Australia: Insight Publications. Bunson, M., 1994. Encyclopedia of the Roman Empire. New York: Facts on File. Edmondson, J.C., 1989. Mining in the Later Roman Empire and beyond: Continuity or Disruption? The Journal of Roman Studies, 79(1), pp.84-102. Edward, 1979. The Grand Strategy of the Roman Empire: From the First Century A.D. to the Third. Baltimore: John Hopkins University Press. Garnsey, P. Saller, R., 2014. The Roman Empire: Economy, Society and Culture. London: Bloomsbury Publishing. Hall, P., 1998. Cities in civilization: culture, innovation, and urban order. London: Phoenix. Hopkins, K., 1980. Taxes and Trade in the Roman Empire. Journal Of Roman Studies, 70(1), pp.101-25. Khan, P., 1984. The Secret History of the Mongols: The Origin of Chinghis Khan. Boston: Cheng and Tsui Company. May, T., 2012. The Mongol Conquests in World History. London: Reaktion Books. Mulgan, G., 2009. Ted. [Online] Available at: https://www.ted.com/talks/geoff_mulgan_post_crash_investing_in_a_better_world_1/transcript?language=en [Accessed 20 March 2015]. Mumford, L., 1946. The Culture of Cities. 5th ed. London: Martin Secker and Wraburg Limited. Rachewiltz, I.d., 2013. The Secret History of the Mongols: A Mongolian Epic Chronicle of the Thirteenth Century. Asia: Brill. Saunders, J.J., 1971. The History of the Mongol Conquests. Philadelphia: Routledge. Schimmel, A., 2004. The Empire of the Great Mughals: History, Art and Culture. London: Reaktion Books. Sharma, S.R., 1999. Mughal Empire in India: A Systematic Study Including Source Material. New Delhi: Atlantic Publishers. Weatherford, J., 2004. Genghis Khan and the Making of the Modern World. New York: Crown Publishers.

Buddha and Jesus Christ in Literature Essay -- Buddha Jesus Christ Rel

Buddha and Jesus Christ in Literature Many pieces of literature and characters in literature are based off of religious figures or beliefs. In the literary pieces that we have read this semester, Buddha, Jesus Christ, and their religions have often been motifs. Buddha and Christ have many striking differences, but also quite a few similarities. They have both been very influential in many of the worldly religions of today, and in literature throughout the years. The man commonly known as Buddha was born in 560 B.C. and died at the age of eighty in 450 B.C. He was born to Suddhodana, king of the Sakhyas, and Maya. He was born in Lumbini, near the city of Kapilauastu in the Himalayan mountain ranges. His real name is Siddhartha (meaning â€Å"one who has accomplished his aim†) Gautama (his family name). Unfortunately, Buddha’s mother died a week after he was born, so he was raised by his aunt, Mahaprajapati. Buddha was born during a time of cruelty, degeneration, and unrighteousness. He had a very important purpose—to save the people and spread the message of equality, unity, and cosmic love everywhere. Some strange things happened on the day Siddhartha was born—flowers bloomed and it rained even though it wasn’t the right season, music was heard from the heavens, and delicious scents filled the air. His body was covered in strange marks which indicated his future greatness. When his son was born, Suddhodana went to an astrologer to see what kind of person Siddhartha would grow up to be. This was a common practice of the time. The astrologer said that when Siddhartha became a grown man, he would become either a universal monarch or would leave home to become a monk, â€Å"a perfectly enlightened soul for the salvatio... ... Drummond, Richard Henry. A Broader Vision: Perspectives on the Buddha and the Christ. Virginia: A.R.E. Press, 1995. Fajardo-Acosta, Fidel. â€Å"Atsumori.† World Literature Website (2002). 2 Oct. 2002

Cabbage vs. Lettuce

Not knowing the difference between the two is enough to irritate ere, and mistaking them for the other is a whole different level of anger and f rustication that could possibly awaken from a pet peeve. It was important enough for her to make a whole blob post on the subject. Natural curiosity got the best of me as I then began to research the e differences and similarities of these vegetables. Tang 2 Cabbage and lettuce are actually from two sign efficiently different plant families to begin with.From first glance it is slightly difficult to immediately tell which of the Greg en's it is in a dish because of how similar their colors and shapes are when cut, cooked, and pre eared. Starting off with the cabbage, according to Bruce of weeklies, it comes from the brassier CAE family of flowering plants otherwise known as mustard flowers or the cabbage family. Other welkin species within the family include broccoli, cauliflower, radish, and turnips. Cab pages are often in the form of a dec ently large, round flower bud of leaves.It looks similar to its notorious cousin, the Brussels sprout, but only more sizable. The cabbage leaves are compact, the kick, dense, and fibrous, so it is not as easy to bend anywhere or else it would break in half. W hen grown at a arm or at home, cabbages grow in a whole flower formation With extensive Ii eaves encircling the middle. To harvest it, people naturally cut the cabbage Stem at the base, leave Eng the large outer leaves still intact to the stem, to collect the middle bud. As for lettuce, they come from the assistance family, also known as the sinful rower family.The other welkin species within assistance include chrysanthemum m and artichokes. Lettuce commonly share a similar small cone shape with the artichoke, but the eye can come In a more sphere shape like the cabbage, as seen with the iceberg lettuce. The lea eves are more flexible around the outer parts but a bit thicker along the middle, so it can be utilized as a wrap fo r some dishes. They can also be easily separated by simply pulling each leaf apart. When harvested, the whole lettuce plant is either dug up or cut off near the soil.As a result, the main aesthetic differences to note are the shape before and oaf term harvesting, and the thickness or compactness of the leaves' composition. How ever, they do not only differ aesthetically but also in taste and smell. The lettuce has a much high her water content Tang 3 Han cabbages, and that gives it the refreshing feel when bitten into. Consensus entry, having a high water content, lettuce cannot be easily preserved through freezing canning, o r drying. On the bright side, that means it is also served fresh and majority of the time.Sadly, c Babbage may have a bitter taste and smell to them when either raw or cooked, but that does not stop us from making great dishes with them. On account of the previous stated facts, each vegetable serves its own special place in cooking. Majority of lettuce is eaten raw in salads and sandwiches, or used as Arians like cilantro on tacos. The reason for not using lettuce in cooking is mainly due to I TTS high water content. Cooking it in some ways may give some undesirable results such as b Ewing too soggy.Chime is a common Korean recipe that serves as a fermented vegetable side dish with multiple seasonings that utilizes cabbages often. The cabbage is able to maintain its cry mushiness and absorb flavors through its density. The same could go for other dishes such a s the popular coleslaw. If you were to substitute the cabbage shreds with lettuce, the texture e of the meal would to have the chunky and crunchy feel, but a more wet and soft texture through hoot. Although, cabbages may win in cooking versatility, it does not render the lettuce as been g inferior.Going past the cooking and looking into the nutrition facts, the natural coma session of both the cabbage and lettuce speak for their nutrition. With the greater density y, the cabbage pac ks the higher calorie and dietary fiber count at nearly three times the ammo aunt the same serving of lettuce can provide. Each of the greens are also great sources of vitamin A ( helps maintain lathe vision, white blood cells, and skin tissue), vitamin C (helps maintain he althea skin, bones, metabolism, and immune system), and potassium (assists with protein for blob odd and bones).