The quality of chicken meat can vary depending on how the chicken is farmed. Free-Range Poultry Farming and Intensive Poultry Farming are the two main ways chickens are farmed today.
Free-Range Chickens are allowed to roam free on open ground. They are fed natural, unprocessed food. Normally, they grow big and strong before they are slaughtered 12-14 months later.
Intensively (Factory) Farmed Chickens are crowded in small enclosed spaces. Even so, they tend to get fat on all the processed, chemical laced feed they get. After 6-12 months, they are slaughtered.
Free-Range Chicken meat is easy to prepare since there isn't much fat to pull out, this also makes it healthier. Studies also claim Free-Range Chicken meat contains less chemicals due to the chicken's natural diet.
Intensively (Factory) Farmed Chicken meat usually has more fat to be cleaned out. Growth inducing hormones which could have the same effect of steroids on humans have been detected on countless Intensively (Factory) Farmed Chicken meat.
Economically, Intensively (Factory) Farmed Chickens are easier and cheaper to produce, plus they have a bigger yield, than Free-Range Chickens.
Thursday, July 1, 2010
Wednesday, June 30, 2010
Hometown
I spent most of my childhood in the expansive gated community of Ayala Alabang Village.
The aesthetics of my hometown made me feel free and safe. The roads were clean, most of the houses were well maintained, there were great parks. I'd see security guards on bikes or motorcycles doing their rounds. There would also be the occasional dog catcher on a motorcycle with a sidecar who, together with his giant-net-wielding partner, would chase down stray dogs, all throughout the village.
Our bungalow-type house was conveniently located a bike's ride away from a park and a few blocks away from several of my relatives' homes. We had a big garden which I enjoyed spending a lot of time in; I would either wander around, observing the plants and insects, or I'd be swimming in my little inflatable pool--surrounded by pool toys and shielded from the sun with a beach umbrella--. I had a favorite spot outside of our house, a small rock in our other little garden just outside the main entrance, I'd sit there, in my dinosaur printed undershirt and shorts, daydreaming as I watch the clouds go by.
Morning or mid-afternoon were my "wander around the outskirts of my house" time. As a child, everything seemed so big to me. My imagination would run wild amongst the fields and greenery of the parks and gardens. I would light up with enthusiasm or cower in fear at some made-up scenario or creature that, in my mind's eye, would materialize right in front of me. I disliked nighttime there. The bugs and bats flying around the dim orange-hued street lamps unnerved me. I'd skedaddle into my house once it got dark and those lamps lit up.
Well, I'm older now and I don't live there anymore. Looking back, I'd say my hometown was a good place to grow up. There are, of course, better places to grow up in, but Ayala Alabang Village was were I grew up and is a major factor on what I am now.
The aesthetics of my hometown made me feel free and safe. The roads were clean, most of the houses were well maintained, there were great parks. I'd see security guards on bikes or motorcycles doing their rounds. There would also be the occasional dog catcher on a motorcycle with a sidecar who, together with his giant-net-wielding partner, would chase down stray dogs, all throughout the village.
Our bungalow-type house was conveniently located a bike's ride away from a park and a few blocks away from several of my relatives' homes. We had a big garden which I enjoyed spending a lot of time in; I would either wander around, observing the plants and insects, or I'd be swimming in my little inflatable pool--surrounded by pool toys and shielded from the sun with a beach umbrella--. I had a favorite spot outside of our house, a small rock in our other little garden just outside the main entrance, I'd sit there, in my dinosaur printed undershirt and shorts, daydreaming as I watch the clouds go by.
Morning or mid-afternoon were my "wander around the outskirts of my house" time. As a child, everything seemed so big to me. My imagination would run wild amongst the fields and greenery of the parks and gardens. I would light up with enthusiasm or cower in fear at some made-up scenario or creature that, in my mind's eye, would materialize right in front of me. I disliked nighttime there. The bugs and bats flying around the dim orange-hued street lamps unnerved me. I'd skedaddle into my house once it got dark and those lamps lit up.
Well, I'm older now and I don't live there anymore. Looking back, I'd say my hometown was a good place to grow up. There are, of course, better places to grow up in, but Ayala Alabang Village was were I grew up and is a major factor on what I am now.
Sunday, June 27, 2010
Process Writing - Comical
How to make a typical school group presentation
Step 1 - Form your group!
1. Your group must consist of at least* one of each of the following individuals:
*Only one allowed for The Leader
*One person may fall under several member types (except The Leader)
A. The Leader - Usually the one who comes up with the ideas, does the research, makes the presentation, etc.
B. The "I helped." guy - The one who does small things to assist but considers them big inputs.
C. The Absentee - The one who never attends group meetings but shows up for the final output
D. The Clueless - The one who presents/reads what The Leader instructs him/her to present/read but he/she clearly has no idea of what he/she is presenting/reading.
Step 2 - Planning
1. The Leader must spend at least a hour listening to the false promises and impractical ideas of the other members. Usually during this step, The Leader is busy taking mental notes such as, "What did I do to end up with these guys!?" or "So-and-so has better group mates (again), ugh."
2. The Leader must then assign simple, minimally important tasks to the other members to get their full support.
3. At the end of a successful planning stage The Leader will have a clinging feeling at the back of his/her mind caused by worrying if the other members will pull their own weight and how many times they will have to be reminded of the deadline of their simple tasks.
Step 3 - Research
1. All contact with other members is utterly and mysteriously lost.
2. The Leader must research on the presentation's topic.
Step 4 - Creating the Presentation
1. The Leader must create the presentation.
Step 5 - Presenting
1. All members suddenly reappear and act like they did something to benefit the group.
2. The Leader and The Clueless must present the finished presentation to the teacher.
3. By the end of the presentation all members usually get the same grade and none of them show gratitude to The Leader's hard work. However, the grades may sometimes vary depending on the type of teacher.
4. (Optional) The Leader may congratulate himself/herself for being such a responsible person and take comfort in the fact that he/she has a higher chance of being more successful in the future than the other members.
Step 1 - Form your group!
1. Your group must consist of at least* one of each of the following individuals:
*Only one allowed for The Leader
*One person may fall under several member types (except The Leader)
A. The Leader - Usually the one who comes up with the ideas, does the research, makes the presentation, etc.
B. The "I helped." guy - The one who does small things to assist but considers them big inputs.
C. The Absentee - The one who never attends group meetings but shows up for the final output
D. The Clueless - The one who presents/reads what The Leader instructs him/her to present/read but he/she clearly has no idea of what he/she is presenting/reading.
Step 2 - Planning
1. The Leader must spend at least a hour listening to the false promises and impractical ideas of the other members. Usually during this step, The Leader is busy taking mental notes such as, "What did I do to end up with these guys!?" or "So-and-so has better group mates (again), ugh."
2. The Leader must then assign simple, minimally important tasks to the other members to get their full support.
3. At the end of a successful planning stage The Leader will have a clinging feeling at the back of his/her mind caused by worrying if the other members will pull their own weight and how many times they will have to be reminded of the deadline of their simple tasks.
Step 3 - Research
1. All contact with other members is utterly and mysteriously lost.
2. The Leader must research on the presentation's topic.
Step 4 - Creating the Presentation
1. The Leader must create the presentation.
Step 5 - Presenting
1. All members suddenly reappear and act like they did something to benefit the group.
2. The Leader and The Clueless must present the finished presentation to the teacher.
3. By the end of the presentation all members usually get the same grade and none of them show gratitude to The Leader's hard work. However, the grades may sometimes vary depending on the type of teacher.
4. (Optional) The Leader may congratulate himself/herself for being such a responsible person and take comfort in the fact that he/she has a higher chance of being more successful in the future than the other members.
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